The Role Of Parental Involvement In Promoting Social-Emotional Development In Schools

ISSN 3028-1261 10.5281/zenodo.17993103/NIJSE.2025 The Role Of Parental Involvement In Promoting Social-Emotional Development In Schools Cyndy Love F. Genon Abstract. This study aimed to examine the relationship between Parental Involvement and Student Social-Emotional Development in Talomo District, Davao City. A non-experimental quantitative research design was employed, and data were collected from 100 elementary school teachers through stratified random sampling. Modified survey questionnaires were utilized to assess teacher professionalism and home-school partnerships. The findings revealed that the overall mean scores for Parental Involvement and Student Social-Emotional Development were extensive, indicating a high level of professionalism and effective partnerships. Furthermore, a significant positive relationship was observed between Parental Involvement and Student Social-Emotional Development, suggesting that higher levels of parental Involvement contribute to stronger development. The aspects of Parental Involvement that showed the most substantial impact on Student Social-Emotional Development included Parent-Teacher Communication, Home-Based Activities, Volunteering and Participation, and Support for Student Autonomy. These findings support the existing literature highlighting the importance of Parental Involvement in fostering positive Social-Emotional Development. The study provides valuable insights for the Department of Education, teachers, parents, and future researchers to promote and enhance Parental Involvement and strengthen Student Social-Emotional Development in educational settings. KEY WORDS 1. Parental Involvement 2. Student Social-Emotional Development 3. Home-Based Activities Date Received: August 15, 2025 — Date Reviewed: September 30, 2025 — Date Published: October 10, 2025 1. Introduction Social-emotional development (SED) is a critical aspect of education that equips children with the skills and competencies necessary for success in both academics and life. The active involvement of parents in their children’s educational journey is essential, as highlighted by recent studies (Hill Tyson, 2019; Epstein, 2019). When parents are actively engaged, they can inspire their children to develop an interest in studies, build closer ties with teachers and peers, and feel part of a learning community. This involvement has been shown to have significant academic benefits, as students whose parents are involved tend to perform better, achieve higher grades, and score higher on standardized tests (Hill Tyson, 2019). Despite the known benefits, many schools face challenges in involving parents in their children’s education. These NIJSE (2025) - challenges can be attributed to various factors, including parents’ unfamiliarity with the curriculum, feeling uncomfortable around teachers, and negative personal experiences with their own schooling (Epstein, 2019). Additional barriers include language and cultural differences, as well as limited access to information and resources (Henderson, 2021). To address these obstacles, educational institutions must identify and implement effective strategies that foster productive collaboration between parents, students, and teachers, creating a supportive and inclusive environment. Schools should take a proactive approach to engaging parents by implementing policies and programs designed to enhance parental involvement. Some effective measures include regular parent-teacher conferences, parent-student events, and volunteer opportunities tailored to meet the diverse needs of families, including time constraints (Epstein, 2019). Teachers can also maintain regular communication with parents through various channels such as emails, phone calls, and messaging apps, keeping them informed about their child’s progress and involving them in decision-making processes related to their child’s education (Henderson, 2021). Social-emotional development is an essential component of education that requires active participation from both parents and schools. Parental involvement plays a critical role in promoting SED, but schools face challenges in engaging parents effectively. To overcome these challenges, schools must establish inclusive policies, programs, and structures that encourage and support parental involvement. By working together, parents and schools can help children develop the necessary social-emotional skills to succeed in academics, career, and personal life. Teacher professionalism is a crucial element in ensuring the quality of education and promoting social-emotional development in schools. It encompasses the knowledge, skills, and ethical standards that enable teachers to perform their duties effectively and efficiently. Professional teachers are committed to continuous learning and improvement and maintain high ethical and professional standards. However, the level of teacher professionalism can vary depending on various factors, such as the quality of educational management (Darling-Hammond, 2019). Parental involvement is a crucial element in fostering socialemotional development in schools. Studies have consistently shown that when parents are actively engaged in their children’s education, students tend to excel academically, socially, and emotionally (Hill Tyson, 2019; Epstein, 2019). Parents can support teachers by being involved in their children’s learning process, communicating regularly with teachers, and participating in school activities. This involvement creates a positive school climate, which is favorable to students’ social-emotional development (Henderson, 2021). In the Filipino culture, family and community are highly valued, and parents are traditionally expected to play a significant role in their children’s upbringing and education (Bernal, 2021). However, various factors limit the ability of many Filipino parents to fulfill this expectation. One major constraint is the busy schedule of many parents, who often work long hours to make ends meet in a country with a relatively low minimum wage and high cost of living (Panti, 2021). This can make it difficult for parents to find the time to be involved in their children’s education, such as attending parentteacher conferences, helping with homework, or participating in school activities. Another challenge facing Filipino parents is the condition of the Philippine education system. The country’s education system faces numerous challenges, including overcrowded classrooms, limited resources, and poor teacher training (World Bank, 2021). These issues can make it difficult for parents to effectively support their children’s education, as they may not have access to the necessary resources or support from teachers. The literature suggests that Filipino parents en2ISSN 3028-1261 10.5281/zenodo.17993103/NIJSE.2025 NIJSE (2025) - counter several impediments to participating in their children’s educational endeavors (Bernal, 2021). These barriers include a lack of time, knowledge, and self-confidence. Many parents in the Philippines contend with demanding work schedules and limited flexibility, making it difficult for them to participate in school functions, confer with educators, or engage in other forms of involvement. Panti (2021) has also observed that economic conditions in the Philippines can deprive parents of the time to be involved in school activities. Many families struggle to provide basic necessities and prioritize their children’s immediate needs over schooling. This implies that parents may not be very active in school affairs due to economic constraints. The Philippine education system is also faced with several challenges that affect parental involvement, as noted by the World Bank (2021). Overcrowding, lack of resources, and insufficiently trained teachers are common problems that make education difficult and limit practical learning opportunities. Although research has extensively examined how parental involvement affects social-emotional development in schools, there is still room for exploration on how educational management practices can enhance it further. Therefore, the purpose of this study is to examine the influence of educational management on parental involvement and its subsequent effect on social-emotional development among schools within Talomo District, Davao City. The results will add to the current understanding of educational management and parental involvement, providing practical recommendations for educators and policymakers aiming to improve student outcomes in the Philippine context. 1.1. Theoretical/Conceptual Framework of the Study —This study is based on the Social Capital Theory (Putnam, 2000), which emphasizes the vital role of social networks and relationships in promoting mutual confidence, collaboration, and cooperation towards common goals. In the context of education, the proactive involvement of parents can be seen as a form of social capital that plays a role in fostering the growth of pupils. social-emotional talents and proficiencies. The study also references the Family Engagement Model (Epstein, 2011), which outlines the sixth various forms of family engagement that have been proven to promote student success. These consist of the following: parenting, interacting, volunteering, learning at home, decision making, and collaborating with the community. This model recognizes the vital role families have in supporting their children’s academic and personal development. It shows the significance of schools actively working with families to foster student success. In addition, the study draws from the Social Emotional Learning (SEL) framework (Collaborative for Academic, Social, and Emotional Learning, 2015), which highlights the critical role of developing students’ social-emotional competencies, including self-awareness, empathy, and problem-solving skills, to improve their grades, mental well-being, and overall quality of life. The study suggests that when parents actively participate in stimulating socialemotional skills, it can have a positive impact on students’ overall development and academic achievements. In addition, the study is informed by the Self-Determination Theory (Deci Ryan, 2000), as well as which suggests that human behavior is driven by three essential psychological needs: independence, expertise, and relatedness. When people realize they have control over their choices and actions, believe in their abilities to achieve their goals, and feel connected to others, they are more likely to be motivated and engaged. The study implies that when the parents are involved in ways that encourage their children’s independence, competence, and sense of belonging, it can lead to better engagement and motivation in their developmental stages. 3ISSN 3028-1261 10.5281/zenodo.17993103/NIJSE.2025 NIJSE (2025) - Fig. 1. Theoretical/Conceptual Framework 2. Methodology This section contains the research design, research respondents, research instrument, data gathering procedure, and data analysis. By detailing the research design, identifying the research respondents, and selecting an appropriate research instrument, the study systematically gathers and analyzes data to provide meaningful insights. 2.1. Research Design—This study utilized a descriptive quantitative research design to explore the impact of parental involvement on fostering social-emotional development in elementary schools. This design was appropriate when the objective was to depict the current state of a phenomenon and investigate its underlying factors. Through the collection of quantitative data, we can analyze the extent of variability in the relevant variables and gain valuable insights into the connections between them. We took great care in designing our survey questionnaire to ensure that we capture all the necessary data and successfully achieve our research objectives. By utilizing a structured questionnaire, we were able to collect reliable and comparable data from a significant number of participants. This enables us to draw conclusions that can be applied to the broader target population. In addition, the quantitative approach is in line with the strategic management literature, which highlights the significance of organizational capabilities (Parida, V. et al, 2019). Our study made a valuable contribution to the existing knowledge by investigating the potential of parental involvement in promoting social-emotional development in elementary schools. 2.2. Ethical Consideration—The researcher promptly observed the protocols deemed necessary as the standard guidelines in carrying out the research study following the study protocol assessment criteria, particularly in managing the population and data. The survey questionnaires with supporting authors were submitted for further evaluation. After approval from the Ethics Committee, the researcher proceeded to the next phase of the study. 2.3. Research Respondents—The participants in this study consisted of 100 elementary school teachers in Talomo District, Davao City. They were selected using a stratified ran4ISSN 3028-1261 10.5281/zenodo.17993103/NIJSE.2025 NIJSE (2025) - dom sampling method. This method was selected because of the diversity in the population, which could be categorized based on common attributes or characteristics like income or educational attainment (Shi, 2019). We utilized stratified random sampling to guarantee that our sample accurately reflected the population and reduced any potential bias in the selection process. In order to ensure that the participants could provide valuable information pertaining to the research questions, specific criteria for inclusion were implemented. In the study, we included permanent-regular teachers in Talomo District, Davao City, who had no administrative or criminal cases and willingly signed the informed consent form (ICF). This approach ensured that the participants had a good understanding of the subject matter and were willing to take part in the study. It is worth mentioning that the study did not take into account the gender and socio-economic status of the teachers, as these factors were not part of the research questions. However, further research could delve into these factors to offer a more holistic understanding of the issue. In order to ensure the reliability and validity of the collected data, great care was taken in selecting respondents that would accurately represent the population. 2.4. Research Instrument—The research instrument used in this study was a survey questionnaire designed specifically to assess the role of parental involvement in promoting socialemotional development in schools. The questionnaire was developed after a thorough review of literature and consultation with experts in the field. It consists of multiple-choice items that ask teachers about their experiences, perceptions, and practices regarding parental involvement in promoting students’ social-emotional development. The questionnaire includes five response categories, each with its corresponding descriptive anchors, to allow teachers to rate their level of agreement or frequency of implementation. The response categories are: Range of Means and Descriptive Interpretation of Parental Involvement Range of Means Descriptive Equivalent Descriptive Meaning 4.20 – 5.00 Very High Parental involvement is always manifested. 3.40 – 4.19 High Parental involvement is frequently manifested. 3.00 – 3.39 Average Parental involvement is sometimes manifested. 1.80 – 2.59 Low Parental involvement is seldom manifested. 1.00 – 1.79 Very Low Parental involvement is never manifested. 2.5. Data Gathering Procedure—Once the research questionnaire was validated, the researcher proceeded with a series of steps to carry out the study: Permission to Conduct the Study Before conducting the study, the researcher obtained the required permissions from the relevant authorities. The researcher received an endorsement from the Dean of the Graduate School at Rizal Memorial Colleges, Inc., Davao City. This letter was sent to the school principals of the chosen public elementary schools in Talomo District, Davao City, to request their per5ISSN 3028-1261 10.5281/zenodo.17993103/NIJSE.2025 NIJSE (2025) - mission. The researcher reached out to the identified respondents in Talomo District, Davao City, via phone to provide them with an explanation of the study’s purpose and significance, and to seek their consent to participate. In order to ensure the privacy of the participants, the researcher provided the principals with a link to the online survey and consent form. The principals then passed on this link to the respondents. In addition, the researcher explained that participation in the study was voluntary and emphasized that the respondents’ identities would remain anonymous. If necessary, a physical copy of the consent form was provided upon request. Distribution and Retrieval of the Questionnaire How to Distribute and Retrieve the Questionnaire After obtaining all the required permissions, the researcher proceeded to distribute the questionnaires to the respondents. Prior to distributing the questionnaires, the researcher provided the respondents with a thorough explanation of the survey’s significance and the potential advantages it could offer. The questionnaires were distributed with utmost care for everyone’s safety, ensuring that all necessary health protocols were followed. This included the mandatory use of face masks and face shields, as well as maintaining proper social distancing measures. The participants were provided with sufficient time to fill out the questionnaires, and the information gathered was analyzed using quantitative methods. Collation and Statistical Treatment of Data Data collation and statistical treatment. After collecting the filled-out questionnaires, the researcher calculated the scores of each participant and sorted the data based on specific indicators. Afterwards, every score underwent descriptive and inferential statistical analyses using SPSS software. The researcher was able to identify trends, patterns, and relationships between variables, which ultimately helped to answer the research questions and achieve the objectives of the study. 2.6. Data Analysis—The following were the statistical tools that was used by the researcher in processing the gathered data: Mean. This was useful in characterizing the variables of the study. Pearson Product Moment Correlation. This was employed to explore the significant relationship between the independent variable, Parental Involvement, and the dependent variable, Student Social-Emotional Development. This statistical method assessed the strength and direction of the linear association between paired data points, providing insights into the nature of the connection between parental involvement and student socialemotional development. The correlation coefficient, denoted as ”r,” served as a quantitative measure, allowing for the evaluation of the magnitude and direction of this relationship. As a widely used metric in correlation analysis, ”r” ranges from -1 to 1, with positive values indicating a positive association and negative values indicating a negative association. The utilization of the Pearson Product Moment Correlation facilitated a nuanced examination of the interplay between parental involvement and student social-emotional development, contributing to a more comprehensive understanding of the dynamics influencing students’ emotional well-being in the educational context under investigation. 3. Results and Discussion This chapter presents the results generated from the data gathered. It is sequenced based on the study’s objectives, as presented in the first chapter. Thus, it presents; the extent of Parental Involvement and its indicators; the Student Social-Emotional Development and its indicators; and 6ISSN 3028-1261 10.5281/zenodo.17993103/NIJSE.2025 NIJSE (2025) - the significant influence between two variables. 3.1. Parent-Teacher Communication— The responses received in this category showcase a very favorable view of parent-teacher communication. The average rating of 4.20 indicates a high level of agreement among those who responded, suggesting a strong consensus. This suggests that parents are actively involved in communicating with teachers about the academic achievements of their kids, maintaining effective and open channels of communication, promptly responding to messages, and positively impacting the overall learning environment. The strong consensus highlights a strong collaboration between parents and educators, fostering a nurturing educational atmosphere. Activities to Do at Home (Average Rating: 3.82 - Quite a variety): Although the average score for home-based activities is 3.82, suggesting a ”Moderately Extensive” level of agreement, there is a significant range of responses. Parents play a significant role in supporting homebased learning activities, with a strong level of involvement. Still, there is a moderate perception of how these activities affect students’ academic performance. There are potential ways to enhance the perceived impact of homebased activities on academic outcomes, which would result in improvements. The school’s communication and support for home-based learning received a rating of 4.00, suggesting that there is some room for improvement in this area. Volunteering and Participation (Overall Average: 4.15 - Extensive): The average score of 4.15 in the volunteering and participation category indicates a high level of agreement. Parents are cheerfully involved in school events and activities, and their contributions are in line with the school’s goals and values. The positive perception of the school, combined with its active encouragement and recognition of parental contributions, creates a strong sense of collaboration. Volunteering efforts by parents to enhance the general condition of the school community received a moderately extensive rating (Mean: 3.90), which suggests a positive sentiment with room for improvement. Support for Student Autonomy (Overall Average: 4.10 - Extensive): The average score of 4.10 for support for student autonomy indicates a high level of agreement. Parents play a crucial role in empowering their children to make their own choices when it comes to their education. Research shows that when parents support their children’s autonomy, it has a direct impact on their academic achievements. The school’s provision of resources and information to support student autonomy is highly regarded. Respondents show a fair amount of openness to guidance on fostering student autonomy (Mean: 3.80), but there is potential for improvement in increasing parental receptiveness to such guidance. Overall, the positive responses suggest a solid foundation of collaboration between parents and the school in multiple areas. The survey results offer valuable insights that can be used to make targeted improvements, which will help enhance the school’s engagement with parents and support student development in the long run. 3.2. Student Social-Emotional Development—After evaluating all aspects, the overall mean of 4.17 reveals that the school environment is highly positive. The combination of consistently high scores in multiple areas, such as student social-emotional development, emotional awareness, parental involvement, and critical thinking skills, highlights the overall success of the school in creating a positive and thriving educational environment. The re7ISSN 3028-1261 10.5281/zenodo.17993103/NIJSE.2025 NIJSE (2025) - Table 1. Overall Mean Results for Parental Involvement Indicator Overall Mean Descriptive Equivalent Parent–Teacher Communication 4.20 Very Extensive Home-Based Activities 3.82 Moderately Extensive Volunteering and Participation 4.15 Extensive Support for Student Autonomy 4.10 Extensive Overall 4.07 Extensive markably high mean values in student socialemotional development and emotional awareness and regulation demonstrate a praiseworthy dedication to fostering students’ academic, emotional, and social growth. Nevertheless, the school could enhance its collaborative efforts with parents to create a more comprehensive partnership in the educational journey, as indicated by the slightly lower overall mean in parental involvement. Students’ cognitive abilities are showcased through their high level of confidence in critical thinking and decisionmaking skills. This demonstrates a commitment to preparing them for challenges that demand analytical thinking, creativity, and independent decision-making. Overall, the mean score of 4.17 highlights the school’s achievement in fostering a positive and supportive learning environment. There is room for improvement in increasing parental involvement. The school’s commitment to holistic education is evident in the comprehensive approach to student development highlighted in this amalgamated assessment. Table 2. Overall Mean Results for Student Social-Emotional Development Indicator Overall Mean Descriptive Equivalent Student Social-Emotional Development 4.28 Very Extensive Emotional Awareness and Regulation 4.25 Very Extensive Parental Involvement 3.98 Extensive Critical Thinking and Decision-Making 4.18 Extensive Overall 4.17 Extensive 3.3. Correlation Between Parental Involvement and Student Social-Emotional Development—There is a strong positive correlation of 0.590, which suggests a meaningful connection between effective communication with parents and improved student social-emotional development. It is crucial to emphasize the significance of maintaining open and constructive lines of communication between parents and schools to cultivate a supportive emotional environment for students. The correlation coefficient of 0.420 indicates a moderate positive relationship, emphasizing the influence of parental support on student social-emotional development through home-based learning activities. When parents take an active role in supporting their child’s learning at home, it helps create a more holistic approach to nurturing emotional well-being. The correlation coefficient of 0.360 indicates a statistically significant positive relationship between parental participation in school events and student social-emotional development. When parents actively participate in school events, it creates a supportive 8ISSN 3028-1261 10.5281/zenodo.17993103/NIJSE.2025 NIJSE (2025) - and engaging environment for students, which has a positive impact on their emotional growth. The strong correlation of 0.630 highlights the importance of parental support for student autonomy in influencing positive social-emotional outcomes. When parents support their children in making their own choices, it has a beneficial impact on students’ emotional intelligence and overall well-being. Overall, the findings indicate a strong connection between parental involvement and the social-emotional development of students. This highlights the importance of parents and schools working together to create a positive emotional environment for students. Effective communication, support for learning at home, participation in school events, and encouraging student autonomy all play a role in fostering social and emotional growth. These insights highlight the significance of ongoing efforts to enhance the collaboration between home and school for the comprehensive growth of students. Table 3. Correlation Between Parental Involvement and Student Social-Emotional Development Parental Involvement Factors Home-School Partnerships r-value p-value Decision Communication with Parents — 0.590 0.001 Reject H0 Home-Based Learning Support — 0.420 0.015 Reject H0 Parental Participation in School Events — 0.360 0.038 Reject H0 Support for Student Autonomy — 0.630 0.001 Reject H0 *Significant at p<0.05 4. Conclusions and Recommendations This section of the paper provides the researcher’s conclusion and recommendations based on the findings. The conclusions drawn are supported by the existing literature discussed in the earlier chapters, and they address the research problem identified in this study. 4.1. Findings—This study aims to assess the extent of parental involvement in student social-emotional development through a quantitative research design that includes the distribution of questionnaires. The sample for this study includes 100 elementary school teachers in Talomo District, Davao City. They were chosen using a stratified random sampling method. In order to guarantee the dependability and coherence of the questionnaire items, the researcher made adjustments and improvements to existing survey questionnaires. Parent-teacher communication is highly robust, with an overall mean rating of 4.20, reflecting a strong and open channel that fosters collaborative support for students’ academic progress. Similarly, parental engagement in school events is extensive (4.15), highlighting the positive influence of parents’ contributions on the broader school community. However, home-based activities received a moderately extensive rating (3.82), indicating opportunities to better align these activities with learning outcomes to ensure a more direct impact on students’ academic performance. Volunteering efforts are generally extensive, with an overall mean of 3.90, though there is some variation in participation levels. This suggests potential to encourage more consistent and di9ISSN 3028-1261 10.5281/zenodo.17993103/NIJSE.2025