Abstract
This research was focused on determining the relationship between parental and teachers’ involvement in communication patterns in the social development of intermediate pupils in terms of relationship management, communication skills, and emotional management. In addition, this study is also geared towards determining if there’s a significant difference in the communication patterns of parents and teachers as perceived by student respondents when grouped into sex. The study used descriptive research and a survey data-gathering strategy. There were 66 pupil-respondents from Concepcion Pinagbakuran Elementary School. The researcher utilized Percentage Distribution, Mean, Standard Deviation and Pearson r correlation coefficient to analyze the data results. The findings revealed that if parents balance Consensual, Pluralistic, and Protective Communication Patterns, the social development of the pupils will be appropriately developed. If teachers provide an assertive communication pattern, it will significantly develop the pupils' social aspects. The Parents’ Protective Communication Style significantly affects the pupils' Communication Skills and Emotional Management. Furthermore, there is a significant relationship between the Assertive Communication Style employed by teachers and a child's social development. Meanwhile, the findings indicated that unlike teacher involvement, which is significantly different when classified by sex, parental involvement in communication patterns is typically not significantly different when classified by sex. Therefore, to continue providing the students with the positive communication patterns they need, it is recommended that parents and teachers have a positive and harmonious relationship. For the benefit of the students, who are the most significant component of the school, they ought to engage in active communication to foster a positive understanding of their roles.
