Abstract
This study aimed to determine the impact of the authoritative parenting style on the communication skills of senior high school students, with a particular focus on sex and age demographics. The respondents included 215 students, composed of 100 males (46.5%) and 115 females (53.5%), indicating a slightly higher female representation. Age distribution data revealed that the majority of respondents were between 16 and 17 years old (70.7%, ranked 1st), while those aged 18–19 and above were fewer in number (ranked 2nd). The research particularly explored how students, especially those from the Humanities and Social Sciences (HUMSS) strand—comprising 33% of the sample—perceive the influence of authoritative parenting on their communication development. Findings indicated that authoritative parenting has a positive effect on the communication skills of senior high school students. Respondents strongly agreed with statements emphasizing the benefits of authoritative parenting in terms of nurturance (mean = 4.24), discipline (mean = 4.44), and the setting of clear expectations. These factors were found to encourage open and healthy communication, helping students express themselves effectively in both academic and social contexts. Overall, the study concludes that the authoritative parenting style promotes the development of well-rounded communication skills among senior high school students, making it an essential factor to consider in both educational and parental guidance contexts.
