Abstract
This study investigated the relationship between parental involvement and the academic and psychosocial development of Grade One learners in a public elementary school. Guided by Erikson’s Psychosocial Theory, Epstein’s Model of Parental Involvement, and Self-Determination Theory, the study employed a descriptive–correlational research design involving 120 parent respondents. Data were gathered through survey questionnaires and analyzed using descriptive and inferential statistics. Findings revealed that the majority of respondents were mothers in their thirties, reflecting their prominent role in children’s educational involvement. Parents reported a generally high level of involvement, with responsiveness and autonomy-supportive practices rated highest, while controlling involvement was least practiced. Home-based involvement was more evident than school-based participation. The academic development of Grade One learners was rated “Often” (WM = 3.80), with strengths in literacy and attentiveness but relative weaknesses in writing and numeracy. Similarly, psychosocial development was rated “Often” (WM = 3.76), characterized by strong empathy and cooperative behavior but lower levels of confidence, adaptability, and independent conflict resolution. Correlation analysis showed that parental responsiveness and autonomy-supportive involvement were significantly associated with both academic and psychosocial development, whereas controlling involvement demonstrated no significant relationship. Moral and prosocial behaviors were not significantly related to parental involvement, suggesting that these outcomes may be influenced more strongly by school, cultural, and community contexts. Overall, the findings indicate that the quality of parental involvement is more critical than its frequency in promoting learners’ holistic development. Based on the results, Project SIKAP was proposed to strengthen parental capacity, enhance literacy and numeracy support, and reinforce school–home–community collaboration.
