Abstract
This descriptive-correlational research delved into parental beliefs and their influence on children’s education in Kabangahan II Elementary School, Sta. Cruz, Rogongon, Iligan City, Philippines. Results revealed that the parental beliefs in terms of parental education, parental income, and access to educational resources received a strongly agree as the overall weighted mean. It has been demonstrated that parents' attitudes about their children's education and interactions with them mirror their views and expectations about their learning and performance, which influences the child's motivating growth in the classroom. Notably, the study found no significant relationship between the respondent’s profile and the parental beliefs of the respondents. Put another way, the study finds no discernible patterns or connections between the respondents' profile and their views on education for their children. Moreover, it implies that parental views on education are more unique and varied, impacted by a wide range of situations, values, and personal experiences as opposed to particular demographic characteristics. The analysis, based on the Chi-squared Test, revealed that there is no significant association between parental beliefs and their profile in terms of age, sex, educational attainment, and occupation. Moving on, the relationship between profile and parental beliefs based on Pearson's Correlation shows no significant relationship between profile and parental beliefs in terms of parental education, parental income, and access to educational resources. Lastly, a regression analysis incorporating respondents’ profiles and parental beliefs indicated that neither respondent’s profile significantly predicts parental beliefs.
