PARENTAL ENGAGEMENT AND SELF-EFFICACY AS PREDICTORS OF READING ACHIEVEMENT AMONG YOUNG LEARNERS

نویسندگان

  • April D. Pepito Bagong Lipunan Elementary School, Consolacion, Cebu, Philippines
  • Jean Camille R. Lagoras Upper Tunghaan Elementary School, Minglanilla, Cebu, Philippines
  • Gerommy A. Caballes Lahug Elementary School, Cebu City, Cebu, Philippines
  • Mary Jane L. Agad Cubacub Elementary School, Mandaue City, Cebu, Philippines
  • Rosella D. Rubi Colegio de la Inmaculada Concepción, Cebu City, Cebu, Philippines

DOI:

https://doi.org/10.46827/ejes.v12i11.6395

کلمات کلیدی:

parental involvement, parents’ self-efficacy, reading skills

چکیده

This study examined the relationship between parental involvement, self-efficacy, and reading skills among Grade One pupils at a public elementary school in Consolacion, Cebu, Philippines, during the school year 2024-2025 using a descriptive-correlational research design. There were 105 parents who answered the survey questionnaires assessing their involvement and self-efficacy, while the reading skills of the learners were assessed using the Oral Reading Verification Test. The data gathered were treated using descriptive and inferential statistics. The results revealed that the parents were very highly involved in school and had a perceived very high self-efficacy, while most of the learners were on the frustration stage in their reading skills. There was no significant relationship between parents’ involvement and the reading skills of the learners. Similarly, no significant relationship was also found between parental self-efficacy and the learners’ reading skills. The findings suggest that, while parental involvement is important, it may not immediately increase reading outcomes in the absence of integrated teaching practices and focused literacy support. This study recommends addressing the observed gaps in reading proficiency and emphasizing the importance of stronger collaboration between schools and families in promoting early reading development.

 

Article visualizations:

Hit counter

بیوگرافی نویسندگان

  • April D. Pepito، Bagong Lipunan Elementary School, Consolacion, Cebu, Philippines

    April D. Pepito is a Kindergarten Teacher I at Bagong Lipunan Elementary School under the Department of Education – Cebu Province Division. She holds a Bachelor of Elementary Education with a concentration in General Education from Cebu Technological University and is currently pursuing a Master of Arts in Education, major in Early Childhood Education. Her research interests include early childhood education, foundational literacy, and learner-centered teaching strategies. She began her career as a multigrade teacher at Saint John of Kenty School for two years and later served as an ESL teacher for Japanese learners for another two years. She also gained valuable experience in organizational and administrative management while working as an Administrative Assistant at Vicente Sotto Memorial Medical Center. She later joined the Department of Education, initially teaching Grade 1 learners at Tayud Elementary School before transferring to Bagong Lipunan Elementary School, where she has been teaching kindergarten learners for the past two years. In her first year of service, she was recognized as an Outstanding Teacher. She has also coached students in BALAK, Nursery Rhyme, and Draw and Tell competitions during the District Kindergarten Festival of Talent, achieving 3rd place in BALAK, 4th place in Nursery Rhyme, and 1st place in Draw and Tell, advancing to the Area level. Drawing on her combined expertise in teaching and administration, she is dedicated to creating a caring and engaging learning environment that fosters the growth, curiosity, and holistic development of every child.

  • Jean Camille R. Lagoras، Upper Tunghaan Elementary School, Minglanilla, Cebu, Philippines

    Jean Camille R. Lagoras is a dedicated professional who has completed 51 academic units in her Master of Arts in Education, major in Early Childhood Education, at Cebu Technological University–Main Campus, where she finished her undergraduate and continuing postgraduate studies. After earning her bachelor’s degree in 2019, she has remained dedicated to advancing her professional growth and deepening her skills in teaching young children. In 2024, she began her service at Upper Tunghaan Elementary School, where she currently serves as Teacher I. In addition to her primary instructional responsibilities, she also handles the kindergarten learners, guiding them through essential early childhood experiences that support their holistic development. Her participation in various early learning programs reflects her commitment to nurturing foundational skills, creativity, and curiosity among young learners. She is committed to ensuring that every child has access to quality education and opportunities to reach their full potential. She believes that each learner possesses unique strengths that can be nurtured through supportive teaching methods and significant learning experiences. As a passionate and caring kindergarten teacher, she consistently inspires her pupils to explore, develop, embrace challenges, and build self-confidence during their early years.

  • Gerommy A. Caballes، Lahug Elementary School, Cebu City, Cebu, Philippines

    Jean Camille R. Lagoras is a dedicated professional who has completed 51 academic units in her Master of Arts in Education, major in Early Childhood Education, at Cebu Technological University–Main Campus, where she finished her undergraduate and continuing postgraduate studies. After earning her bachelor’s degree in 2019, she has remained dedicated to advancing her professional growth and deepening her skills in teaching young children. In 2024, she began her service at Upper Tunghaan Elementary School, where she currently serves as Teacher I. In addition to her primary instructional responsibilities, she also handles the kindergarten learners, guiding them through essential early childhood experiences that support their holistic development. Her participation in various early learning programs reflects her commitment to nurturing foundational skills, creativity, and curiosity among young learners. She is committed to ensuring that every child has access to quality education and opportunities to reach their full potential. She believes that each learner possesses unique strengths that can be nurtured through supportive teaching methods and significant learning experiences. As a passionate and caring kindergarten teacher, she consistently inspires her pupils to explore, develop, embrace challenges, and build self-confidence during their early years.

  • Mary Jane L. Agad، Cubacub Elementary School, Mandaue City, Cebu, Philippines

    Mary Jane L. Agad is an early childhood educator dedicated to nurturing young learners and fostering meaningful, developmentally appropriate educational experiences. She earned her undergraduate degree at Cebu Technological University, where she also completed 51 units toward her Master’s degree in Early Childhood Education. Her academic background reflects a strong commitment to continuous learning and professional growth, further deepening her expertise as she continues to refine her professional craft. In 2023, she commenced her service as a Teacher I at Cubacub Elementary School, where she has focused on creating a child-centered classroom environment grounded in empathy, intentional instruction, and a strong understanding of early learners’ development. Beyond her classroom responsibilities, she actively contributes to students’ holistic growth as the Head Coach of the Badminton Club during the DepEd Mandaue District Sports Meet. Her ability to balance instructional duties with co-curricular engagements has enriched her teaching practice, providing her with broader insights into learner needs and professional growth. She believes that ongoing professional development is essential for enhancing teaching effectiveness, deepening understanding of children’s learning needs, and improving educational outcomes. Her teaching approach is guided by empathy, intentional instruction, and a genuine understanding of children’s diverse learning needs. With a growing academic background and meaningful hands-on experience, she looks forward to pursuing further achievements and contributing to initiatives that uplift the quality of early childhood education in the years ahead.

  • Rosella D. Rubi، Colegio de la Inmaculada Concepción, Cebu City, Cebu, Philippines

    Rosella D. Rubi has completed 51 academic units in the Master of Arts in Education, major in Early Childhood Education, at Cebu Technological University–Main Campus, where she also obtained her undergraduate degree. Following the completion of her bachelor’s program, she remained steadfast in her commitment to professional growth, continuously deepening her knowledge and skills in teaching young learners. In 2022, she began teaching and designing curriculum for foreign learners aged 2 to 6 at Clematis International School - Team AK English. Guided by her belief that early education serves as the cornerstone of lifelong learning, she dedicated herself to helping young children develop strong foundational skills that would prepare them to become confident, competent individuals in the future. From 2023 up to the present, she has been serving as an educator at Colegio de la Inmaculada Concepcion Inc. (CIC-Cebu), a Catholic private institution known for its commitment to forming students who reflect faith, excellence, and service. CIC upholds holistic education—nurturing not only academic growth but also moral development, spiritual formation, and compassionate leadership. She believes in cultivating learners who embody the values of integrity, kindness, and social responsibility, aligning with the school’s mission to provide Christ-centered and learner-focused instruction. Throughout her teaching journey, she has demonstrated unwavering dedication to ensuring that every learner receives quality education grounded in a safe, nurturing, and supportive environment. She strives to inspire a genuine love for learning, recognizing that young children thrive when they feel valued, respected, and cared for. As she continues to harness and refine her skills and capabilities, she remains committed to making meaningful contributions to today’s educational landscape—particularly in shaping the early learning experiences that influence children’s growth and future success.

مراجع

Anastasiou, S., & Papagianni, A. (2020). Parents’, teachers’ and principals’ views on parental involvement in secondary education schools in Greece. Education Sciences, 10(3), 69.

Colla, V. (2023). “Doing being an involved parent” Practices for building the family-school partnership in parent-child homework dialogues. Language and Dialogue, 13(2), 277-299.

Comeros, N. A., Cuilan, J. T., & Chavez, J. V. (2024). Parental discretionary influence on their children’s manner of learning the English language. In Forum for Linguistic Studies, 6(4), 284-299. https://doi.org/10.30564/fls.v6i4.6656

Driscoll, A., & Shapiro, D. (2025). Sharing Responsibility for Student Learning. Change: The Magazine of Higher Learning, 57(5), 12-19.

Gambrell, L. B., & Morrow, L. M. (2021). Best practices in literacy instruction (6th ed.). Guilford Press.

Gay, B., Sonnenschein, S., Sun, S., & Baker, L. (2020). Poverty, Parent Involvement, and Children’s Reading Skills: Testing the Compensatory Effect of the Amount of Classroom Reading Instruction. Early Education and Development, 32, 981-993. https://doi.org/10.1080/10409289.2020.1829292.

Graham, M., & Mtsweni, M. (2024). Parental involvement predicts Grade 4 learners’ reading literacy: an analysis of PIRLS data for students in Mpumalanga, South Africa. Educational Review. https://doi.org/10.1080/00131911.2024.2379416.

Grolnick, W. S., & Pomerantz, E. M. (2020). Parental involvement and children's academic motivation: A motivational-contextual perspective. Developmental Psychology, 56(8), 1299–1311. https://doi.org/10.1037/dev0000948

Hashim, A. T., Ariffin, A., Abdullah, Z., Yusuf, A. B., & Maniam, S. (2018). Parental Involvement in primary school: Understanding the strategies that promote academic achievement. Science International, 30(5), 665-669. Retrieved from https://www.researchgate.net/publication/330082796_PARENTAL_INVOLVEMENT_IN_PRIMARY_SCHOOL_UNDERSTANDING_THE_STRATEGIES_THAT_PROMOTE_ACADEMIC_ACHIEVEMENT

Hoover‐Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., & Closson, K. (2005). Why Do Parents Become Involved? Research Findings and Implications. The Elementary School Journal, 106(2), 105–130. https://doi.org/10.1086/499194

Hornby, G., & Blackwell, I. (2018). Barriers to parental involvement in education: An update. Educational Review, 70(1), 109–119. https://doi.org/10.1080/00131911.2018.1388612

Jabar, M. A. (2021). Qualitative inquiry on parental involvement in children’s education: perspectives of parents, children, and teachers in select elementary schools in the Philippines. Asia Pacific Journal of Education, 41(3), 488-502. https://doi.org/10.1080/02188791.2020.1806035

Jones, T. L., & Prinz, R. J. (2021). Parenting self-efficacy and its impact on child development: A review. Journal of Family Psychology, 35(4), 389–400. https://doi.org/10.1037/fam0000785

Katel, N., & Katel, K. P. (2024). Enhancing Parental Participation in Government Schools: Overcoming Challenges and Promoting Active Participation. Rabi Sangyan, 1, 9-22. https://doi.org/10.3126/rs.v1i1.74679

Kim, H., & Sheridan, S. M. (2021). Family-school partnerships and early literacy: A systems-based analysis. In Educational Review. https://doi.org/10.1080/00131911.202 0.1725488

Marschall, M. J., & Shah, P. R. (2020). Linking the process and outcomes of parent involvement policy to the parent involvement gap. Urban Education, 55(5), 699-729. https://doi.org/10.1177/0042085916661386

Merano, E. S. (2025). The Impact of Using Technology vs. Traditional Book Reading Among Nursery and Preschool Children in Balmain. New South Wales, Australia. AI Intell Sys Eng Med Society, 1(1), 01-10. https://doi.org/10.53771/ijstra.2025.8.2.0042

Pada, J.R. (2024). Impact of parental involvement on students' reading proficiency. Journal of Interdisciplinary Perspectives, 2(7), 700-709. https://doi.org/10.69569/jip.2024.0218

Painagan, J., Carmen, B., Abellana, P. J., Bugnos, M. M., City, C., & Alda, P. R. (2023). Beyond the Classroom: A Parent's Journey as a Teacher of Reading. Journal of Creative Practices in Language Learning and Teaching (CPLT), 11(2). https://doi.org/10.24191/cplt.v11i2.22384

Pergar, M., & Hadela, J. (2020). Raising awareness of the importance of reading to early childhood and preschool age children through lifelong education of parents. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 22 (Sp. Ed. 3), 101-113. https://doi.org/10.15516/cje.v22i0.3912

Pomerantz, E. M., & Moorman, E. A. (2020). Supporting autonomy in parenting and academic motivation: A longitudinal perspective. Child Development Perspectives, 14(3), 129–134. https://doi.org/10.1111/cdep.12353

Renuka, A. (2025). The Influence of Parental Involvement on Early Childhood Literacy. International Journal for Research in Education. https://doi.org/10.63345/ijre.v14.i3.2.

Seeram, E. (2019). An overview of correlational research. Radiologic technology, 91(2), 176-179. https://pubmed.ncbi.nlm.nih.gov/31685592/

Siraj, S., & Mayo, R. (2021). Family learning theory: Exploring the impact of family structure on educational outcomes. Journal of Family Psychology, 35(2), 210–221. https://doi.org/10.1037/fam0000890

Woolgar, M., Humayun, S., Scott, S., & Dadds, M. R. (2023). I know what to do; I can do it; it will work: the Brief Parental Self-Efficacy Scale (BPSES) for parenting interventions. Child Psychiatry & Human Development, 1-10. https://doi.org/10.1007/s10578-023-01583-0

Yulianti, K., Denessen, E., Droop, M., & Veerman, G. J. (2022). School efforts to promote parental involvement: the contributions of school leaders and teachers. Educational Studies, 48(1), 98-113. https://doi.org/10.1080/03055698.2020.1740978

Yulianti, Y., den Brok, P., & Taconis, R. (2021). The contextual model of parental engagement: A study of educational practices in multicultural settings. Educational Research, 63(3), 349–367. Retrieved from https://www.researchgate.net/publication/324747520

Zee, M., & Koomen, H. M. (2016). Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being: A Synthesis of 40 Years of Research. Review of Educational Research, 86, 981-1015.

https://doi.org/10.3102/003465431562680

دانلودها

چاپ شده

2025-11-22

شماره

دوره 12 شماره 11 (2025)

نوع مقاله

Articles

مجوز

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).