Parental Involvement Practices as Predictors of Learner’s Academic Performance and Self-Efficacy

Abstract

This study aimed to determine parental involvement practices as predictors of learners’ academic performance and self-efficacy and to develop School–Home Partnership Strategies based on the findings. Data were gathered using a structured questionnaire adapted from Epstein’s Framework of Six Types of Parental Involvement, a learner self-efficacy scale, and official school records to obtain learners’ academic performance. The collected data were analyzed using appropriate descriptive and inferential statistical tools, including frequency counts, means, and correlation analysis. The results revealed that parental involvement practices were evident across multiple dimensions, with variations observed in volunteering, decision- making, and collaboration with the community. Learners generally demonstrated satisfactory academic performance and observable levels of self-efficacy. The findings indicated that parental involvement was an important factor in supporting both learners’ academic performance and self-efficacy, while learner self-efficacy was also closely associated with academic outcomes. Based on these results, it was concluded that strengthening structured and sustained school–home partnerships was essential in enhancing early childhood learning outcomes. The study recommended the implementation of the proposed School–Home Partnership Strategies to promote meaningful parental engagement, support learner development, and ensure sustainability through integration into school programs and policies.