Parental Home Environment as a Predictor of Pupils’ Behavior and Discipline in Humayingan Elementary School

This study examined the parental home environment as a predictor of pupils’ behavior and discipline in Humayingan Elementary School. Using a quantitative descriptive–correlational research design with a predictive component, the study involved 120 pupils from Grades 4 to 6 selected through stratified random sampling. Data were gathered using a researcher-adapted questionnaire measuring parental home environment in terms of parenting style, emotional support and home climate, disciplinary practices at home, and home learning environment, as well as pupils’ behavior and discipline. Descriptive statistics, Pearson product–moment correlation, and multiple regression analysis were employed for data analysis. Results revealed that parenting style and emotional support and home climate were manifested at a high level, while the home learning environment was rated at a moderate level. Pupils demonstrated high levels of behavior in terms of self-control, peer relationship, classroom conduct, and respect for authority. Similarly, pupils’ discipline was high in rule compliance, responsibility, and task completion, but moderate in punctuality. Correlation analysis showed a significant relationship between parental home environment and pupils’ behavior (r = 0.62, p < .001) as well as pupils’ discipline (r = 0.59, p < .01). Regression analysis further indicated that parenting style (β = 0.41, p < .001), emotional support and home climate (β = 0.36, p < .001), and disciplinary practices at home (β = 0.18, p = .049) significantly predicted pupils’ behavior and discipline, while the home learning environment was not a significant predictor (β = 0.12, p = .158). The model explained 50% of the variance in pupils’ behavioral and disciplinary outcomes (R² = 0.50). The findings underscore the critical role of parenting practices and emotional support in fostering positive pupil behavior and discipline and highlight the importance of strengthening school–home collaboration to support holistic learner development.