Abstract
Parental involvement in education in the 21st century has evolved significantly, particularly in partnerships with educational institutions. The collaboration of parents and educators is not merely symbolic but deeply ingrained in the fabric of the academic ecosystem. Through open communication channels, collaborative initiatives, and shared goals, parents and educators work hand in hand to create an enriching and empowering educational experience for every student. This study aimed to determine the parental involvement and academic competence of intermediate learners in Landan Elementary School. It employed a descriptive-correlational research approach. The probability sampling method was used to identify 318 parents respondents. Accordingly, 15 purposively chosen parents were selected for the focus group discussion. The data was collected using an adopted survey questionnaire for parental involvement and the readily available grades of the learners were harvested from their respective advisers. The study revealed that the extent of parental involvement in terms of school-based involvement, home-school communication, and home-based involvement was described by respondents as” great extent”. The academic competence of the intermediate learners was described as “very satisfactory”. In addition, parental involvement and academic competence have a strong positive relationship. Further, the qualitative results on parental involvement in school identified four emerging themes: participating in school areas, communicating with teachers, assigning tasks or projects, and learning space at home. It can be implied, that parents place a high value on spending quality time with their children to balance school involvement and build connections, both of which enhance academic performance and mental health. Hence, teachers may use personalized feedback, inclusive activities, and communication to promote parental involvement.
