PARENTAL INVOLVEMENT TOWARDS MANAGEMENT OF LEARNING DEVELOPMENT AMONG PRIMARY LEARNERS

Abstract

Parental involvement in school has been demonstrated to be a key factor for children?s academic outcomes and school success. The new normal in education conveys that parent?s involvement is necessary to different activities to manage learning of the students especially to primary level who needed it most. This study sought to understand the correlation between the level of perception of 123 primary teachers and 336 parents in eleven schools of Candelaria West District who were chosen using simple random sampling among variables of the study. The use of descriptive - correlational research revealed that there is a high positive significant relationship between parental involvement towards management of learning development among primary learners. In parent-respondents, data showed that parental involvement in terms of communicating and decision making are always involved while as to volunteering and collaborating are often involved. However, parents are often involved in communicating, volunteering, decision-making and collaborating based on teacher-respondents perception. In management of learning development of primary learners perceived by parent-respondents, parents well-manage their children in terms of physical well-being and motor development, mental and emotional development, academic performance, reading skills and numeracy skills while teacher-respondents observed that they moderately manage their children in these variables. It is then further suggested from the findings that parents and teachers may share ideas on how they may help student?s academic performance. To ensure effective parental involvement, schools may have partnership in different places that continually develop, implement, evaluate, improve, plans and practice encouraging family and community involvement.