Abstract
The study sought to determine the extent of parental mentoring and mediation, in terms of parents' education, attitudes towards children's education, and mentoring/mediation relationships, in relation to learners' academic success. A descriptive correlational research method was utilized, and the statistical tools used in the study were frequency and percentage to determine the extent of parental characteristics in terms of parents' education, parents' attitude towards children's education, and mentoring relationship, and range and percentage for the pupils' academic achievements, accordingly. Spearman's rho was used to assess a significant relationship between pupils' academic achievement and parental characteristics, including parents' education, parents' attitude towards children's education, and the mentoring relationship. Findings revealed that the parent-respondents affirmed the importance of their children's education, as shown in the overall mean of 3.47, with a verbal description of 'strongly agree'. In addition, parents strongly agree with the importance of parental mentoring in their children's education, as shown by the overall mean of 3.36, which is described as strongly agree. In summary, it was recommended that parents continue to provide a supportive home-learning environment and enhance their mentoring/mediation relationship with children. They should also continue to forge partnerships with teachers so they can stay updated on their children's educational progress. Teachers should continue to provide quality education in line with the national government's thrusts and maintain collaboration with stakeholders, especially parents, to communicate pupils' academic progress. Further, it is recommended that public school teachers should empower parents to teach numeracy and literacy to their children at home.
