TEACHERS INTERPERSONAL BEHAVIOR AND PARENTAL ENGAGEMENT IN RELATION TO THE STUDENT’S ACADEMIC PERFORMANCE

Abstract

The primary purpose of this study is to determine whether teachers’ interpersonal behavior and parental engagement in relation to the students' academic performance. This study employed a descriptive-correlational research design. Using total population sampling, 315 junior high school students were selected as respondents from one of the junior high school in New Bataan during the school year 2023-2024. Furthermore, this study employed two adapted survey questionnaires and the general average of the students during their third quarter; all validated to collect data and treated using mean, standard deviation, and Pearson-r. The findings showed that teachers’ interpersonal behavior and parental engagement among the students are very high, while their academic performance are very satisfactory. The results also revealed that teachers’ interpersonal behavior positively correlated with students’ academic performance and parental engagement negatively correlated with students’ academic performance. These results encourage teachers and parents to continue support and have a good relationship with the children to maintain a good academic performance of students. Furthermore, to improve the applicability of the results, it is imperative to carry out replication studies in various locales. This will validate the durability of these relationships beyond the present research setting and contribute to a more comprehensive comprehension of these issues. KEYWORDS: Teachers’ interpersonal behavior, parental engagement, student academic performance, junior high school students, descriptive-correlational design, pearson correlation coefficient, Davao de Oro, Philippines.