Parental Involvement: Unraveling Its Impact on the Behavior of the Public-School Early Childhood Learners

Abstract

This research assessed the influence of parental involvement on learners' behavior at an elementary school in the Talisay City Division for the school year 2025-2026. The study used a descriptive-correlational research design to assess parents’ involvement and early childhood learners' behavior, using an adopted questionnaire to measure parental involvement and learners' behavior across three temperaments: effortful control, surgency, and negative affectivity. Data were analyzed using frequency, percentage, weighted mean, standard deviation, and Pearson’s r correlation. The results showed that most learners are 5 years old and have parents who are high school graduates. Learners exhibited very satisfactory levels of effortful control and surgency, but only fair levels of negative affectivity. Parents demonstrated very high involvement in school-related activities. Hypothesis testing revealed no significant relationship between parental involvement and learner behavior, indicating that behavioral development may be influenced by factors beyond parental engagement. Parental involvement remains essential for academic and emotional support, but its direct impact on behavior is negligible. Behavioral outcomes appear to be shaped by broader environmental factors, including classroom culture and peer interactions. Teachers need to collaborate with parents to identify the skills the child needs to develop, ensuring consistency in interventions provided in school and at home, and making parents’ school involvement relevant to the learner’s progress.