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

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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.","abstract_source":"original","authors":["Gay Calobag","Revelyn Bagaman","Catherin Calubag","Hazel Jade Huliganga","Rheamarie Jo Cerbo"],"date":"2026-06-16","doi":"10.70838/pemj.580107","id":8124,"issue":1,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"11bace80646cd9d6fb23c245bcbb4bbaf9106a53206d59cb437a98962136ec4a","schema":"scimatic-article/1","title":"Parental Involvement and School Support as Predictors of Teachers’ Effectiveness in Inclusive Classrooms","volume":58}

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