WHDL - 00010025
WHDL - 00010025
Parental involvement is a key factor in the success of students, but as culture and time change, there are factors that cause differing perceptions on the definition of parental involvement. The purpose of this descriptive study was discover if the six types of parental involvement of Joyce Epstein are evident at the Christ Commission Fellowship Life Academy through the perceptions of parents, teachers, and children. There were 58 respondents from CCF Life Academy who participated in answering the questionnaire. This study also sought to find whether or not there exist significant relationships within the demographic characteristics, significances of the six types of parental involvement through statistical tests namely, Chi- Square, T- test, and ANOVA. The findings of the study included the following in relation to the research questions of the study. First, in terms of the participants of the study, there were 28 teachers, 17 Grade six students, and 22 parents who participated in the study. Second, statistically, there are no significant differences between the demographic characteristics of parents of CCF Life Academy Foundation Inc. and the six types of parental involvement of Joyce Epstein’s framework. Third, there are no significant differences in teachers’ perceptions of parental involvement activities based on age and gender. Fourth, the parents perceived that communication is totally evident while the rest of the five types of parental involvement are partially evident. Fifth, according to the teachers, all of the six types of parental involvement are partially evident. Sixth, according to the children, parenting and communication are totally evident while volunteering, learning at home, decision making, and collaboration with the community are partially evident. Seventh, there are no significant differences in the perceptions between the parents and teachers of CCF Life Academy regarding parental involvement in light of Epstein’s framework. Based on the findings of the study, recommendations were identified for each of the six types of parental involvement. Finally, recommendations for further studies include: a qualitative research on the parental involvement in the lives of preschool and kindergarten children in a public school; a mixed methods research on the knowledge, attitudes, and practices (KAP) of the parents and teachers on parental involvement among Christian schools in Metro Manila; and a mixed methods research on how parental involvement affects the academic performance of learners with special needs.
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