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Research Article

Parental Involvement and School Support as Predictors of Teachers’ Effectiveness in Inclusive Classrooms

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Gay Calobag , Revelyn Bagaman , Catherin Calubag , Hazel Jade Huliganga , Rheamarie Jo Cerbo
Psych Educ Multidisc J, 2026, 58 (1), 82-89, DOI: https://doi.org/10.70838/pemj.580107, ISSN 2822-4353
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Abstract

Teaching effectiveness in inclusive classrooms remains a pressing concern, particularly in addressing the diverse needs of learners with disabilities. Despite increasing efforts toward inclusive education, challenges persist in ensuring that teachers are adequately supported both at home and within the school environment. This study aimed to examine the influence of parental involvement and school support on teachers’ effectiveness in inclusive classrooms in Davao City during the academic year 2025–2026. Grounded in Bronfenbrenner’s Ecological Systems Theory, the research highlights the role of interconnected environments in shaping teaching performance. A quantitative, descriptive-correlational research design was employed. A total of 150 teachers were selected through simple random sampling. Data were gathered using adapted and validated survey instruments with established reliability. Statistical tools included mean and standard deviation to assess levels of variables, Pearson correlation to determine relationships, and multiple linear regression to identify predictors of teachers’ effectiveness. Findings revealed that parental involvement (M = 3.94), school support (M = 3.84), and teachers’ effectiveness (M = 3.98) were all rated high. Correlation analysis showed that both parental involvement (r = .377, p < .05) and school support (r = .353, p < .05) had significant positive relationships with teachers’ effectiveness. Further, regression analysis indicated that both variables, parental involvement (β = .260, p < .05) and school support (β = .253, p < .05), yield a significant predictive effect. The model explained 15.0% of the variance, suggesting the influence of other unexamined factors. The study concludes that parental involvement is a key determinant of teachers’ effectiveness in inclusive classrooms. Strengthening home–school partnerships is therefore essential in promoting inclusive teaching practices and improving educational outcomes for learners with disabilities.
Keywords parental involvement school environment School Support teacher effectiveness inclusive classrooms
Authors 5
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The team behind this paper

5 authors, 1 institution.

This paper Holy Cross of Davao College — Philippines Holy Cross of Davao Col… 5 authors Gay Calobag — corresponding author GC Gay Calobag ✉ Revelyn Bagaman RB Revelyn Bagaman Catherin Calubag CC Catherin Calubag Hazel Jade Huliganga HH Hazel Jade Huliganga Rheamarie Jo Cerbo RC Rheamarie Jo Cerbo

Readership

176 reads over 6 months.

June 2026 November 2026

Related work on SciMatic

Closest of 106 articles sharing keywords with this one. A rarer shared keyword counts for more than a common one.

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This article is token #8124 of SciMatic Articles (ERC-1155): 1,000,000 tokens, minted once, never more. The chain also stores a fingerprint (SHA-256) of the article's record, so anyone can check that it has not been altered.

HolderWalletTokens
SciMatic 0xc35709…277732 100,000 (10%)
Gay Calobag 0x869665…7db5Fb 180,000 (18%)
Revelyn Bagaman 0xf72edC…42D9bE 180,000 (18%)
Catherin Calubag 0xfE3461…2C9F19 180,000 (18%)
Hazel Jade Huliganga 0x41E2D8…C76079 180,000 (18%)
Rheamarie Jo Cerbo 0x52Ba8e…8a0fb7 180,000 (18%)
Content hash 0xd28b9e3a9a7f0b83bd5974fa46cf4b5326b6ec5219864922291c0978e3fd3b77
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Bibliographic Information

Gay Calobag, Revelyn Bagaman, Catherin Calubag, Hazel Jade Huliganga, Rheamarie Jo Cerbo, (2026). Parental Involvement and School Support as Predictors of Teachers’ Effectiveness in Inclusive Classrooms, Psychology and Education: A Multidisciplinary Journal, 58(1): 82-89
Bibtex Citation
@article{gay_calobag2026pemj,
author = {Gay Calobag and Revelyn Bagaman and Catherin Calubag and Hazel Jade Huliganga and Rheamarie Jo Cerbo},
title = {Parental Involvement and School Support as Predictors of Teachers’ Effectiveness in Inclusive Classrooms},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2026},
volume = {58},
number = {1},
pages = {82-89},
doi = {10.70838/pemj.580107},
url = {https://scimatic.org/index.php/show_manuscript/8124}
}
APA Citation
Calobag, G., Bagaman, R., Calubag, C., Huliganga, H.J., Cerbo, R.J., (2026). Parental Involvement and School Support as Predictors of Teachers’ Effectiveness in Inclusive Classrooms. Psychology and Education: A Multidisciplinary Journal, 58(1), 82-89. https://doi.org/10.70838/pemj.580107

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