Teacher's Approach and Parenting Avenue to the Multigrade Learners' Academic Performance

The study sought to examine teacher-parent partnership, categorized by teachers' approach and parenting avenue, and its relationship to academic performance. A descriptive-correlational research method was utilized, and the Statistical tools used in the study included mean, standard deviation, and Frequency and percentage to describe the respondents according to the variables in problems 1 and 2. Pearson's r was used to determine the relationship between the dependent and independent variables. Findings revealed that academic performance and motivational factors, in terms of teachers' approach, showed a slight relationship (r = .327). Furthermore, motivational factors related to parental involvement influenced the pupils' academic performance, as indicated by the computed value of .590. In summary, it was recommended that parents always motivate their children to have a productive, fruitful learning experience and participate in school-related activities to show their support. Teachers should continue to monitor learners' learning pace, encourage them to do their best, and continue to seek full support from parents regarding learners' performance.