Parental involvement scheme among Grade 9 students in public secondary schools in Taguig City and its effects on academic achievement

Education plays a crucial role in promoting national development and social mobility in the Philippines. However, limited localized research has examined structured parental involvement schemes at the secondary level, particularly in public schools in Taguig City, and their effects on academic achievement. This study evaluated the parental involvement scheme among Grade 9 students in selected public secondary schools in Taguig City and determined its effects on academic performance. Anchored on Neo-Institutional Theory, the research employed a descriptive-normative design involving 22 teacher-respondents selected through total enumeration. Data were collected using a validated questionnaire and analyzed through frequencies, percentages, and weighted mean. Findings revealed that teachers highly recognized the importance of parental involvement (grand mean = 4.32), especially in general involvement and home–school conferencing. However, actual parental participation in academic-related activities was only moderately effective (mean = 2.63), with parents’ limited understanding of homework identified as a serious concern (4.82). Despite these challenges, parental involvement was rated very beneficial (mean = 4.71), particularly in enhancing student motivation and providing learning resources. The study underscores the need for strengthened, structured, and inclusive parental engagement strategies to improve academic achievement at the secondary level.