Perception of Pupils, Parents, and Teachers on Parental Involvement and Its Relationship to Academic Performance

This study examined pupils', parents', and teachers' perceptions of parental involvement and its relationship to pupils’ academic performance, using a descriptive–correlational design. Data were collected through structured questionnaires and open-ended teacher responses. Most pupils were enrolled in intermediate grades (Grades 4–6), the majority of parents were aged 31–40, and all participating teachers were female. Pupils reported high parental involvement in expectations, communication, and homework support, but lower involvement in school participation. Correlation analysis showed a moderate, positive, and significant relationship between pupils’ perceived parental involvement and academic performance (r = 0.359, p = 0.01). Teachers’ ratings similarly revealed a moderate-to-strong significant association (r = 0.406, p = 0.003), while parents’ self-rated involvement showed a negligible and non-significant relationship. Overall, findings suggest that strengthening trust, flexibility, and school-based participation is essential for sustaining effective parent–school partnerships and enhancing pupils’ academic outcomes.