Parents’ Profile and Family Engagement in Relation to Learners’ Behavior and Demographic Profiles
Year: 2026
Type: article
Study design: Observational Study
Abstract: The study investigated the intersection of socioeconomic factors, parental engagement, and learner behavior to develop a strategic action plan for school-home partnerships. Findings revealed a demographic dominated by low-income female houseparents (93.3%) who, despite high commitment to home-based monitoring and behavioral supervision, faced significant barriers to institutional school participation due to limited educational attainment and financial instability. While learners demonstrated high foundational discipline and respect for authority, a notable disparity existed in their individual academic habits, specifically regarding time management and task persistence. Statistical analysis indicated that parental educational level significantly influenced engagement, and student gender affected participation rates; however, teacher communication lacked a significant link to student behavior, suggesting that tangible home monitoring was more influential than verbal coordination. Qualitative data included economic instability, digital divides, and pedagogical limitations, which often led to parental exhaustion and learner resistance. To address these gaps, the study proposed a comprehensive development plan featuring "Project CHUNKS" for task mastery and "Diagnostic Circles" for personalized parent-teacher coordination. Recommendations focused on institutionalizing localized, bilingual communication and simplified instructional guides to empower houseparents. Ultimately, the output emphasized shifting from passive attendance to high-impact, inclusive collaboration, ensuring that academic resilience and resource equity were maintained for all students regardless of their family’s demographic standing.
Institutions: Cebu Technological University, Department of Education
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: gold
OpenAlex ID: W7214727741