Parental Involvement and the Perceived Academic and Psychosocial Readiness of Grade One Learners

Abstract

This study examined the relationship between parental involvement and the perceived academic and psychosocial readiness of Grade One learners in Tabok Elementary School II, Division of Mandaue City, School Year 2025–2026. Using a descriptive–correlational design guided by the Input–Process–Output (IPO) model, quantitative data were collected from 100 parents selected through convenience sampling. A researcher-made questionnaire measured parental involvement across five dimensions: autonomy-supportive involvement, controlling involvement, structure, responsiveness, and involvement. Parents also rated their child’s academic readiness, while psychosocial development was assessed through a researcher-adapted instrument based on Kadesjö et al. (2017) and psychosocial development theories covering emotional regulation, self-concept and confidence, social interaction, and moral/prosocial behavior. Instruments underwent content validation by three guidance counselors, pilot testing for item clarity, and reliability checking via internal consistency. Results showed parents generally practiced supportive involvement and learners were perceived as ready academically and psychosocially. Correlation tests indicated that only involvement was significantly related to academic readiness, while parental involvement was significantly related to self-concept and confidence in psychosocial development. An action plan is recommended to strengthen home-based learning support and confidence-building practices.