Home- and school-based parental engagement towards child’s holistic progress

https://doi.org/10.70228/JHER2025035

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ABSTRACT

This study aimed to assess the extent of home- and school-based engagement among parents of elementary-grade learners toward their child's holistic progress. It used a descriptive design to gather data on the demographic profile of parent participants and the extent of their engagement at home and at school. It also examined the significant difference between the parents' demographic profile and the child's holistic progress. Results showed that parents' perceptions of their home-based engagement demonstrated a "Very High Extent" across all aspects of their child's holistic development, including intellectual, social-emotional, physical, and spiritual progress. However, statistical data showed that parents' demographics—age, civil status, educational attainment, and monthly family income—generally had no discernible impact on their level of involvement in their child's holistic growth. Teachers' statements, on the other hand, indicated that their engagement was impacted by their parents' employment, age, civil status, level of education, and monthly family income. Furthermore, while parental employment was not significantly associated with a child's intellectual, social-emotional, or spiritual progress, it was strongly associated with their physical progress. The findings indicated little parental engagement in school-related activities and communication, as perceived by the teachers. Given these findings, the researcher proposed that in order to improve parents' engagement at home and at school in their child's holistic development, there is a need for teacher and parent empowerment, a strong teacher-parent partnership, and community collaboration.

Keywords: home- and school-based engagement, holistic progress, parent-teacher partnership