EXTENT OF TEACHERS’ ENGAGEMENT AND THE LEVEL OF

PARENTAL SUPPORT TO THE CHILDREN’S ACADEMIC

ACTIVITIES

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 37
Issue 6
Pages: 626-637
Document ID: 2025PEMJ3594
DOI: 10.70838/pemj.370608
Manuscript Accepted: 03-21-2025
 Psych Educ, 2025, 37(6): 626-637, Document ID:2025PEMJ3594, doi:10.70838/pemj.370608, ISSN 2822-4353
Research Article

Extent of Teachers’ Engagement and the Level of Parental Support to the Children’s
Academic Activities
Aiza D. Dupeno,* Leo Jade J. Matalubos
For affiliations and correspondence, see the last page.
Abstract
This study aimed to determine the relationship between the extent of teachers' engagement and the level of parental
support to children's academic activities in Impasug-ong I District, Division of Bukidnon, for the school year 2022-
2023. The major inferences drawn from the data collected are as follows: There was a large extent of teachers'
engagement in children's academic activities in terms of academic support, resource provider, learning partner,
coach/mentor, and health protector. There was a high level of parental support to children's academic activities in
terms of academic support, resource provider, learning partner, coach/mentor, and health protector in the Impasug-
ong I district for the school year 2022-2023. There was no significant relationship between the extent of teachers'
engagement and the level of parental support to children's academic activities in Impasug-ong I District, Division of
Bukidnon, for the school year 2022-2023. School heads may enhance the extent of teachers' engagement in children's
academic activities from a large to a very large extent in terms of academic support, resource provider, learning
partner, coach/mentor, and health protector. School heads may opt to encourage teachers to have an innovation that
will create a program wherein the teacher-parent relationship is strengthened, and by doing so, learners will benefit
from their engaging teacher and a very supportive parent. The school heads can do this with little monitoring and
supervision. Teachers may enhance the high level of parental support to children's academic activities in terms of
academic support, resource provider, learning partner, coach/mentor, and health protector in Impasug-ong I district
for the school year 2022-2023 by keeping in touch with the parents and communicating with them consistently.
Teachers may also let parents be involved in programs, projects, and activities that require parents' support and be
positive in recognizing active parents for every school year. DepEd Officials also strengthen the large extent of
teachers' engagement and improve the high level of parental support to children's academic activities in Impasug-ong
I District, Division of Bukidnon, for the school year 2022-2023 by continuing to provide monitoring, supervision, and
checking of teachers and school heads output or accomplishments. Future researchers may enhance this study by
giving much attention to the sampling procedure he will administer and the respondents.
Keywords: teachers’ engagement, parental support, children’s’ academic activitie, learning partner, coach/mentor

Introduction
For children to flourish in life, cognitive development in the formative years is heavily influenced by parents. Because of this, it's
important to keep avenues of communication open between the home and the school, especially during the elementary school years
(Bartolome et al., 2017). Even though family history appears to have a significant impact on parental involvement, most parents are
willing to invest more both time and energy in their children’s education—both at home and at school—if they receive the proper
encouragement (Ho, 2009). When educators, teachers, and parents cooperate to advance the academic success of the students and the
school community, parental support and involvement are clearly defined (Evangelista, 2008).
Parents, accordingly, are the most crucial variable in making education succeed in the lives of the learners. Presently, while the classes
are back to normal, it is also time for the parents to engage more with their children since they need guidance and care, especially since
classes have been remote for two years. Hence, parents have a role to perform as the parents of the learners in the school.
To accelerate their children's education and ensure that they receive the necessary support and direction during class activities, they
must interact and work together with their children's teachers. The teachers find it hard if parents do not help and support their children
in school since the teachers cannot follow the MELC as prescribed for the day since they still need to take care of the children who
have difficulty learning the lesson, especially those who are having reading problems inside the classroom.
The Department of Education (DepEd) is implementing in-person classes between the teachers and the learners in the school. There
are a lot of things to fix and adjust since it has been two years since classes were remote. This cannot be done by the teachers alone
since they need the parents to engage with their children to somehow help their children in their studies at the school. Teachers need a
team or partners to help operationalize the class activities with the learners. Learners can also do more and perform better if they witness
strong engagement or support from their parents. It can be a sort of motivation and inspiration on the part of the learners to see their
parents, who are engaging much of their time in their basic education.
Eventually, parents need to engage their children's academic activities in terms of educational support, resource provider, learning
partner, coach/mentor, and health protector. Parents need support for their children's academic matters or activities. This is good and,
above all, another vital thing since children need to work out their best effort to learn, comprehend, and pass their subjects in a year.
Parents also need to provide everything to their children, from food to clothes to school materials that are required by the teachers in

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Research Article

their classes. Likewise, parents need to act as the learning partners of the teachers since they can follow up to review the lessons at
home and what has been learned in the school during the daytime. Hence, whatever activities are brought home, parents can coach and
mentor their children, and that is the best role that the parents can play for their children eventually, even if the pandemic is over
already. Parents are responsible for taking care of their children for their safety and security against the virus that might be just around
the corner. In short, many things will happen if the parents have to engage their children in their studies.
On this basis, the researcher hoped to explore the important relationship that exists between the extent of teachers’ engagement and the
level of parental support to their children in terms of educational support, resource provision, learning partner, coach/mentor, and health
protector. This will be correlated to the level of teachers' support to children's academic activities in terms of academic support, resource
provider, learning partner, coach/mentor, and health protector in the Impasug-ong 1 district for the school year 2022-2023.
Research Questions
This study sought to ascertain the relationship between the extent of teachers' engagement and the level of parental support to children's
academic activities in Impasug-ong I District, Division of Bukidnon, for the school year 2022-2023. This study was designed
specifically to respond to the following questions:.
1. What is the extent of teachers' engagement in children's academic activities in terms of academic support, resource provider,
learning partner, coach/mentor, and health protector?
2. What is the level of parental support to children's academic activities in terms of academic support, resource provider, learning
partner, coach/mentor, and health protector in the Impasug-ong I district for the school year 2022-2023?
3. Is there a significant relationship between the extent of teachers' engagement and the level of parental support to children's
academic activities in Impasug-ong I District, Division of Bukidnon, for the school year 2022-2023?

Methodology
Research Design
The study used a correlational type of research. This method described the present extent of teachers' engagement in children's academic
activities in terms of academic support, resource provider, learning partner, coach/mentor, and health protector. This is also a
correlational type of research since it tried to investigate the independent variables of the level of parental support to children's academic
activities in Impasug-ong District 1, Division of Bukidnon, for the school year 2022-2023.
Respondents
The subjects and respondents of the study were the 171 SPTA officers representing parents and the 171 teachers of the five select
schools of Impasug-ong I, Division of Bukidnon, for the School Year 2022-2023. This study used complete enumeration since it was
conducted only in the five selected schools in Impasug-ong I District, where schools are represented by the number of teachers from
the biggest, biggest, medium, small, and smallest schools within the district. A complete enumeration was used in taking all 171
teachers and 171 parents to serve as study respondents.
Instrument
This study utilized a self-made questionnaire to gather information based on the variables that were found in the study. Part I of the
questionnaire was about respondents' personal information, including the names and schools of the respondents of the study, both
parents and teachers' respondents. Part II of the questionnaire covered the assessment of the extent of teachers' engagement and the
level of parental support to children's academic activities in terms of academic support, resource provider, learning partner,
coach/mentor, and health protector in Impasug-ong I District I, Division of Bukidnon, for the school year 2022-2023.
Procedure
The researcher followed and observed the scheme in the data-gathering procedure. She approached the Schools Division Superintendent
and sought her permission for her study to launch in the involved schools. She also asked for the approval of their district supervisor
and their school principal for her to float her questionnaire to the parents and teachers in their district. In the administration of her
questionnaire, she distributed the questionnaire to the school heads and asked them to distribute it to the teachers and parents
'respondents. She asked the same teachers to help her retrieve and collate the questionnaires from the parents and teachers to get ready
for her to tally, analyze, and interpret.
Data Analysis
The following statistical tools were used to treat the problems of the study:
In determining the extent of teachers' engagement in children's academic activities in terms of educational support, resource provider,
learning partner, coach/mentor, and health protector, a weighted mean and standard deviation were used. In determining the level of
parental support to children's academic activities in terms of academic support, resource provider, learning partner, coach/mentor, and

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Research Article

health protector in the Impasug-ong I district for the school year 2022-2023, weighted mean and S.D. were used. In determining the
significant relationship between the extent of teachers' engagement and the level of parental support to children's academic activities
in Impasug-ong I District, Division of Bukidnon, for the school year 2022-2023, Pearson r product moment correlation coefficients
were employed.

Results and Discussion

This chapter contains the presentation, analysis, and interpretation of the data gathered from the respondents. The order of the
presentation is based on the order of specific problems in the statement of the problem.
It covers the extent of teachers' engagement in children's academic activities in terms of academic support, resource provider, learning
partner, coach/mentor, and health protector. Likewise, it also includes the level of parental support to children's academic activities in
terms of academic support, resource provider, learning partner, coach/mentor, and health protector in the Impasug-ong I district for the
school year 2022-2023. Moreover, it also resented the significant relationship between the extent of teachers' engagement and the level
of parental support to children's academic activities in Impasug-ong I District, Division of Bukidnon, for the school year 2022-2023.
The extent of teachers' engagement in children's academic activities in terms of academic support, resource provider, learning partner,
coach/mentor, and health protector
The Extent of teachers' engagement in children's academic activities in terms of academic support is shown in Table 2.
Table 1. The Extent of teachers' engagement in children's academic activities in terms of academic support.
Indicator Mean SD Interpretation
As a teacher, I am engaging my learners’ academic
activities through academic support in terms of
1. Leading as the teacher of my learners in school 4.78 .413 Very Large Extent
about their lessons, assignments, and homework
2. Arranging the activities of my learner in their 4.65 .609 Very Large Extent
academic-related matters
4. Acting as a learning facilitator for my learners at 4.57 .541 Very Large Extent
school so they are guided in their studies at home.
5. Serving as the trainer of my child on how to go on 4.42 .562 Very Large Extent
with their lessons appropriately
Overall 4.61 .296 Very Large Extent
Legend: Scale – 5,4,3,2,1; Mean interval - 4.20–5.00, 3.20–4.19, 2.60–3.19, 1.80–2.59, 1.00–1.79; Qualitative Description - To a Very Large Extent, Large Extent, Moderate
Extent, Small Extent, To a Very Small Extent

Table 1 presents the extent of teachers' engagement in children's academic activities, specifically in terms of academic support, with
indicators measured on a scale from 1 to 5. Among the individual indicators, "leading as the teacher of my learners in school about
their lessons, assignments, and homework" has the highest mean (Mean = 4.78, SD = 0.413), suggesting that teachers are highly
involved in guiding students regarding their academic responsibilities.
Huang et al.'s (2023) research provides evidence that student support from teachers can fully enable them to overcome a range of
barriers to emergency online learning, such as unfamiliar technical environments, perplexing instructional strategies, unstructured
learning materials, and sporadic distractions at home. On the other hand, "serving as the trainer of my child on how to go on with their
lessons appropriately" has the lowest mean (Mean = 4.42, SD = 0.562), though still indicating a very large extent of engagement. This
result was supported by The OECD (2017), which notes that curricula in many nations highlight the value of educators collaborating
with parents to enhance the educational and developmental experiences of children.
The overall mean for the extent of teachers' engagement in children's academic activities in terms of academic support was very large
(Mean = 4.610, S.D. =.296). This means that the teachers were very engaged in academic activities in terms of academic support.
Huang, Liang, and Dongsheng Wang 2023 corroborate the finding that teacher support—which refers to the positive experiences of
supportive teacher-student relationships—is especially effective in assisting students in overcoming obstacles to learning, encouraging
meaningful engagement in coursework, and maintaining students' academic progress.
The Extent of teachers' engagement in children's academic activities in terms of resource providers is shown in Table 2.
Table 2. Extent of teacher's engagement in children's academic activities in terms of the resource provider.
Indicator Mean SD Interpretation
As a teacher, I am engaging my learners' academic
activities by being a resource provider in terms of
1. Giving them what they need to be used in the 3.95 .873 Large Extent
required in-class activities.
2. Deloading the learners some of the learners' 3.74 .728 Large Extent

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Research Article

activities to focus on the lessons.

3. Supplying them with the school supplies they need, 3.57 1.116 Large Extent
like notebooks, ball pens, and crayons
4. Feed them the food with all the vitamins, minerals, 3.46 .947 Large Extent
and nutrients for them to grow healthy and smart to
tackle the class lessons.
5. Giving the learners the vitamins for brain enhancers 3.40 .771 Large Extent
to help them answer the activities independently
Overall 3.63 .467 Large Extent
Legend: Scale – 5,4,3,2,1; Mean interval - 4.20–5.00, 3.20–4.19, 2.60–3.19, 1.80–2.59, 1.00–1.79; Qualitative Description - To a Very Large Extent, Large Extent, Moderate
Extent, Small Extent, To a Very Small Extent

Table 3 shows the extent of teacher engagement as resource providers in children's academic activities, with indicators measured on a
scale from 1 to 5. Among the specific indicators, "giving them what they need to be used in the required class activities" has the highest
mean (Mean = 3.95, SD = 0.873), suggesting that teachers are actively providing necessary resources for classroom activities to a large
extent.
On the other hand, "giving the learners the vitamins for brain enhancement to help them independently answer the activities" has the
lowest mean (Mean = 3.40, SD = 0.771), though still indicating a large extent of engagement. This result was supported by the European
Agency for Higher Education and Accreditation (2021), which mentioned that the teacher provides relevant resource materials to his
or her students and their colleagues and peers.
The extent of teachers' engagement in children's academic activities in terms of resource providers (Mean = 3.63, SD = 0.467) was
large. This result was aligned with the European Agency for Higher Education and Accreditation (2021), which cited that the very first
and crucial role played by a teacher is the role of a resource provider.
The Extent of teacher engagement in children's academic activities in terms of learning partners is shown in Table 3
Table 3. The Extent of teachers' engagement with children's academic activities regarding learning partners.
Indicator Mean SD Interpretation
As a teacher, I am engaging my learners' academic
activities by being a learning partner in terms of
1. Letting the learners do the activities on their own to 4.59 .516 Very Large Extent
tackle the activities and be assisted in the area they
find difficult
2. Guiding the learners on what subjects and lessons 4.51 .689 Very Large Extent
have to be prioritized first in their study time
3. Making the learners understand the process but not 4.49 .714 Very Large Extent
giving them the answer
4. Facilitating learning for my learners so they are 4.35 .655 Very Large Extent
guided in their lessons in school
5. Answering the learners' queries from the lessons if 4.25 .685 Very Large Extent
they ever need help managing to answer to explain
and elaborate
Overall 4.44 .271 Very Large Extent
Legend: Scale – 5,4,3,2,1; Mean interval - 4.20–5.00, 3.20–4.19, 2.60–3.19, 1.80–2.59, 1.00–1.79; Qualitative Description - To a Very Large Extent, Large Extent, Moderate
Extent, Small Extent, To a Very Small Extent

Table 3 reveals the extent of teacher engagement as learning partners in children's academic activities. Notably, "letting the learners do
on their own to tackle the activities and be assisted in the areas they find difficult" has the highest mean of 4.59 (SD = 0.516), reflecting
a very large extent of teachers encouraging independent problem-solving and offering support where needed.
Pandolpho (2018) provided support for it, stating that it is crucial to provide activities that encourage learner independence because
they encourage students to interact more deeply with the material—and part of that interaction should involve students discussing their
work. Conversely, "answering the learners' queries from the lessons if they can't manage to answer, explain, and elaborate" has the
lowest mean of 4.25 (SD = 0.685), although still indicating a very large extent of engagement.
The study by Huang et al. (2023) backed up this finding and discovered that, in reality, teachers can help students in a variety of ways,
including by showing an interest in their academic achievement, making an effort to learn about the challenges they encounter, giving
timely feedback and encouragement, and providing additional help as needed.
The teacher's engagement as a learning partner was very large (Mean = 4.44, SD = 0.271), indicating a very large extent of engagement.
This is backed up by Huang et al. (2023), who pointed out that actual studies have demonstrated linked students' participation in the
learning process and academic success can be greatly increased when teachers provide support in course instruction, such as
demonstrating concern and encouragement, providing scaffolding feedback and guiding clues, and offering personalized learning

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Research Article

support.
The Extent of teacher engagement in children's academic activities in terms of coach/mentor is shown in Table 5.
Table 4. The extent of teachers' engagement in children's academic activities in terms of coach/mentor.
Indicator Mean SD Interpretation
As a teacher, I am engaging my child’s academic
activities through a coach/mentor in terms of
1. Mentoring the learners what needs to be done from 4.73 .473 Very Large Extent
the activities presented in the lessons
2. Coaching the child on the part of the lessons that 4.45 .761 Very Large Extent
he/she finds difficult and vague
3. Coaching and mentoring the child to come up with 4.43 .531 Very Large Extent
the correct answer but not to copy the answer without
understanding the lessons found in their lessons
4. Mentoring the learners to get the correct answer 4.31 .903 Very Large Extent
but not to spoon-feed them
5. Coaching the child by explaining to him/her the 4.06 .561 Large Extent
process of why they arrive at such an answer
Overall 4.40 .300 Very Large Extent
Legend: Scale – 5,4,3,2,1; Mean interval - 4.20–5.00, 3.20–4.19, 2.60–3.19, 1.80–2.59, 1.00–1.79; Qualitative Description - To a Very Large Extent, Large Extent, Moderate
Extent, Small Extent, To a Very Small Extent

Shown in Table 4 is the extent of teacher engagement in children's academic activities as coaches or mentors. The highest mean is
observed in the indicator "mentoring the learners on what needs to be done from the activities presented in the lessons" (Mean = 4.73S,
SD = 0.473). This result implies that teachers are highly effective in providing guidance on the tasks and activities presented in the
lessons, facilitating a deeper understanding of academic content. On the other hand, the indicator with the lowest mean is "coaching
the child by explaining the process by which they arrive at such an answer" (Mean = 4.06, SD = 0.561). While still denoting a large
extent of engagement, this suggests there may be an opportunity to further emphasize the importance of explaining the reasoning behind
answers. This finding was supported by the study of Jessica Dym Bartlett. Publication Date: March 19, 2020; Topic: Provide
caregivers—including yourself—with the opportunity to care for themselves. The health of parents and other primary caregivers has a
direct impact on the well-being of their children.
The teacher's involvement as a coach/mentor in the academic activities of the kids was very high (Mean = 4.40, SD = 0.300), suggesting
a very high level of engagement. According to Moorhead et al. (2004), learners place a high value on feedback that is particular to their
performance, but they place a lower value on nonspecific evaluative input. Effective feedback-giving requires a mentor-student
relationship between the teacher and the student. Students like it when a teacher helps them identify areas for growth and then gives
them the freedom to figure out the solutions on their own rather than giving them instructions from a more experienced teacher.
The Extent of teachers' engagement in children's academic activities in terms of health protection.
Table 5. The Extent of teachers' engagement in children's academic activities in terms of health protection.
Indicator Mean SD Interpretation
As a teacher, I am engaging my learners’ academic
activities through a health protector in terms of
1. Ensuring that the learners are wearing face masks 4.35 .690 Very Large Extent
even in the classroom for the safety and security of the
child.
2. Observing social distancing for all the members of 4.27 .678 Very Large Extent
the family since everyone is going out from different
concerns
3. Providing hand washing facilities in conspicuous 4.13 .797 Large Extent
places at school
4. Ensuring the washing of hands in the wash area at 3.58 .667 Large Extent
school.
5. Providing alcohol and sanitizers at school to be used 3.29 .591 Large Extent
before, during, and after doing the activities of the
module.
Overall 3.93 .304 Large Extent
Legend: Scale – 5,4,3,2,1; Mean interval - 4.20–5.00, 3.20–4.19, 2.60–3.19, 1.80–2.59, 1.00–1.79; Qualitative Description - To a Very Large Extent, Large Extent, Moderate
Extent, Small Extent, To a Very Small Extent

Table 5 reveals the extent of teacher engagement as health protectors in children's academic activities. The indicator "ensuring that
learners are wearing face masks even in the classroom for the safety and security of the child" had the highest mean (Mean = 4.35, SD

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= 0.690), indicating that a significant portion of teachers prioritize health and safety precautions. The premise that a teacher's role is
crucial in safeguarding the health of schoolgirls and boys was backed by Series J. Soriano (1984). Due to his background in community
health, the teacher can function on two levels: first, as a health educator; and second, in collaboration with school health services, as a
"sanitary supervisor" to identify multiple issues early on. On the other hand, the indicator with the lowest mean is "providing alcohol
and sanitizers at school to be used before, during, and after doing the activities of the module" (Mean = 3.29, SD = 0.591), though still
indicating a large extent of engagement. This result is consistent with the research of Hiatt-Michael (2016), which explains that parental
participation is valued highly for both the educational communities and the geographic areas it serves and that it is one of the eight
educational goals in the United States.
The extent of teachers' engagement in children's academic activities in terms of health protection was large (Mean = 3.93, SD = 0.304),
indicating a large extent of engagement.
The high mean for the top indicator reflects a strong commitment by teachers to implement health protocols in the classroom,
particularly regarding the use of face masks for the safety of both students and educators. This emphasis on health protection is crucial,
especially in the context of global health concerns. The slightly lower mean for providing alcohol and sanitizers suggests that while
teachers are actively engaged in promoting hygiene practices, there may be room for improvement in ensuring the availability and
consistent use of sanitizing materials. Teachers could further emphasize the importance of maintaining cleanliness and providing clear
guidance on proper sanitization practices.
The level of parental support for children's academic activities in terms of academic support is shown in Table 6.
Table 6. Level of parental support to children's academic activities in terms of academic support.
Indicator Mean SD Interpretation
As a parent, I am supporting my child’s academic
activities through academic support in terms of
1. Acting as a learning facilitator for the child at school 3.85 1.036 Highly Supportive
for him/her to be guided in his/her studies at home
2. Serving as the trainer of the child on how to go on 3.75 .790 Highly Supportive
with their lessons appropriately
3. Providing the school support for academic-related 3.43 1.029 Highly Supportive
expenses and requirements
4. Performing the role of the teacher of the child at 3.28 1.351 Highly Supportive
home about their lessons, assignments, and
homework
5. Arranging the activities of the child in their 3.16 1.163 Moderately Supportive
academic-related matters at home.
Overall 3.49 .927 Highly Supportive
Legend: Scale – 5,4,3,2,1; Mean interval - 4.20–5.00, 3.20–4.19, 2.60–3.19, 1.80–2.59, 1.00–1.79; Qualitative Description - Very Highly Supportive, Highly Supportive,
Moderately Supportive, Less Supportive, Not Supportive at All

Table 6 presents the level of parental support for children's academic activities, specifically in terms of academic assistance. The highest
mean was recorded for the indicator "acting as a learning facilitator for the child at school to guide his/her studies at home" (Mean =
3.85, SD = 1.036), indicating a highly supportive parental role in their child’s learning process. This aligns with the findings of
Gumapac, Aytona, and Alba (2021), who emphasized that parental involvement is essential and strongly encouraged. As partners in
education, parents often serve as substitute teachers and learning facilitators, providing necessary support when classroom teachers are
unavailable.
Conversely, the indicator with the lowest mean was "arranging the activities of the child in their academic-related matters at home"
(Mean = 3.16, SD = 1.163), suggesting a moderately supportive role in this area. This is supported by Gumapac, Aytona, and Alba
(2021), who highlighted the importance of parents reviewing their children's weekly academic schedules. Given the volume of tasks
and deadlines, parental supervision is crucial to ensure timely and accurate completion, preventing delays that could affect academic
performance.
The parents were highly supportive of the children's academic activities in terms of academic support (Mean = 3.49, SD = 0.927),
indicating a highly supportive environment. This means that the parents were highly supportive of the children's academic activities in
terms of academic support. The Marphatia et al. (2018) study supported this finding by pointing out that parents can support teachers
in their role as educators by helping kids reach their highest potential in school and keeping an eye on the caliber of instruction and
instructional tactics.
The level of parental support for children's academic activities in terms of resource providers is shown in Table 7.
Table 7. Level of parental support to children's academic activities in terms of the resource provider.
Indicator Mean SD Interpretation
As a parent, I am providing the learners’ academic

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activities through being a resource provider in terms of

1. Supplying him/her with the school supplies she/he 4.23 .709 Very Highly Supportive
needs like notebooks, ball pens, and crayons
2. Deloading the child some of the household chores 3.87 .414 Highly Supportive
to focus on their activities inside the class
3. Sharing her/him the food with all the vitamins, 3.73 .811 Highly Supportive
minerals, and nutrients for him/her to grow healthy
and smart to tackle the lessons of their class.
4. Giving the child the vitamins for brain enhancers to 3.69 .771 Highly Supportive
help him/her independently answer the lessons
5. Giving her/him what she/he needs to be used in the 3.61 .787 Highly Supportive
activities required in the class activities
Overall 3.83 .377 Highly Supportive
Legend: Scale – 5,4,3,2,1; Mean interval - 4.20–5.00, 3.20–4.19, 2.60–3.19, 1.80–2.59, 1.00–1.79; Qualitative Description - Very Highly Supportive, Highly Supportive,
Moderately Supportive, Less Supportive, Not Supportive at All

Table 7 provides insights into the level of parental support for children's academic activities in terms of being a resource provider. The
highest mean is found in the indicator "supplying him/her the school supplies she/he needs like notebooks, ball pens, and crayons"
(Mean = 4.23, SD = 0.709), signifying a very highly supportive role of parents in ensuring their children have the necessary tools for
learning. Aytona et al. (2021) highlight in their studies that parents are extremely important to a child's entire development and learning
(2021). In addition to meeting their fundamental requirements and sending their kids to school, parents nurture their kids by showing
them affection, tenderness, assistance, and education. On the other hand, the indicator with the lowest mean is "giving her/him what
she/he needs to be used in the activities required in the class activities," (Mean = 3.61, SD = 0.787), still indicating a highly supportive
level but slightly lower in comparison. The new Kenyan curriculum (2018), which highlights the importance of parents in how their
kids are educated and lists "parental involvement and collaboration" as one of its fundamental values, provided evidence in favor of
this conclusion.
The parents were highly supportive of the children's academic activities in terms of resource providers (Mean = 3.83, SD = 0.377). The
high mean for the top indicator suggests that parents actively provide essential academic materials for their children, contributing
significantly to their preparedness for school activities. This result was consistent with a study by Loucks (1992) that showed parent
participation was a major predictor of the educational success of learners, both in the short and long term. Research from Mexico
indicates that the foundation of any change is clear guidelines about parents' expectations and the relationship of trust between parents
and teachers. Aytona et al. (2021) said that a parent's involvement in their child's education and overall development is vital.
The level of parental support for children's academic activities in terms of learning partners is shown in Table 8.
Table 8. Level of parental support to children's academic activities in terms of learning partners.
Indicator Mean SD Interpretation
As a parent, I am supporting the child’s academic
activities through a learning partner in terms of
1. Facilitating learning to the child for him/her to be 4.31 .958 Very Highly Supportive
guided in their lessons at home
2. Guiding the child on what subjects and lessons have 4.04 .603 Highly Supportive
to be prioritized first in their study time
3. Making the child understand the process but not 4.15 .783 Highly Supportive
giving him/her the answer
4. Letting the child do on his/her own tackle the 3.88 .838 Highly Supportive
activities and be assisted in the area he/she finds
difficulty
5. Answering the child's queries from the lessons if 4.05 .928 Highly Supportive
ever they can't manage to answer, explain, and
elaborate
Overall 3.83 .377 Highly Supportive
Legend: Scale – 5,4,3,2,1; Mean interval - 4.20–5.00, 3.20–4.19, 2.60–3.19, 1.80–2.59, 1.00–1.79; Qualitative Description - Very Highly Supportive, Highly Supportive,
Moderately Supportive, Less Supportive, Not Supportive at All

Shown in Table 8 is the level of parental support for children's academic activities in terms of being a learning partner. The highest
mean is observed in the indicator "facilitating learning for the child for him/her to be guided in their lessons at home" (Mean = 4.31,
SD = 0.958), signifying a very highly supportive role of parents in actively participating in their children's learning experiences. This
conclusion was further supported by Epstein (1995), who discovered that parents who are actively involved in the education of their
children are those who regularly work with the school community, exhibit effective parenting techniques, volunteer their time there,
talk to the staff, assist their kids at home, and participate actively in decision-making related to the school. On the other hand, the
indicator with the lowest mean is "letting the child do on his/her own to tackle the activities and be assisted in the area he/she finds

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 Psych Educ, 2025, 37(6): 626-637, Document ID:2025PEMJ3594, doi:10.70838/pemj.370608, ISSN 2822-4353
Research Article

with difficulty (Mean = 3.88, SD = 0.838), still indicating a highly supportive level but slightly lower in comparison. This conclusion
was reinforced by the research of Luaña (2021), which listed how parents assist their kids in completing the modules: explaining,
providing examples, correcting their kids' wrong answers, 'Googling' the solution, and providing the right answers straight. The parents
are highly supportive of children's academic activities in terms of learning partners (Mean = 4.09, SD = 0.634), indicating a highly
supportive environment. This may be because parents are pampering their children, especially by supporting them as learners.
Marphatia et al. (2018) supported this conclusion by stressing the importance of parental involvement during school breaks and the
need for policy decisions regarding school closures and remote learning to take into account parents' capacity to support their children's
education. Packages for at-home learning may assist parents, especially in homes without internet access. electricity or connection.
Parental participation was proven to be a major factor in both persistent and increased academic achievement of students by Huang,
Liang, and Dongsheng Wang (2023) and Loucks (1992).
The level of parental support to children's academic activities in terms of coach/mentor is shown in Table 9.
Table 9. Level of parental support to children's academic activities in terms of coach/mentor.
Indicator Mean SD Interpretation
As a parent, I am supporting the child’s academic
activities through a coach/mentor in terms of
1. Mentoring the child to get the correct answer 4.03 .716 Highly Supportive
but not spoon-feed him/her
2. Coaching the child by explaining to him/her 3.97 .677 Highly Supportive
the process of why they arrive at such an answer
3. Coaching the child on the part of the lessons 3.81 .881 Highly Supportive
that he/she finds difficult and vague
4. Mentoring the child what needs to be done 3.81 .766 Highly Supportive
from the activities presented in the lessons
5. Coaching and mentoring the child to come up 3.65 .780 Highly Supportive
with the correct answer but not to copy the
answer without understanding the reasons found
in their lessons
Overall 3.86 .443 Highly Supportive
Legend: Scale – 5,4,3,2,1; Mean interval - 4.20–5.00, 3.20–4.19, 2.60–3.19, 1.80–2.59, 1.00–1.79; Qualitative Description - Very Highly Supportive, Highly Supportive,
Moderately Supportive, Less Supportive, Not Supportive at All

Table 9 presents the level of parental support for children's academic activities in terms of being a coach or mentor. The highest mean
is found in the indicator "mentoring the child to get the correct answer but not to spoon-feed him/her" (Mean = 4.03, SD = 0.716),
signifying a highly supportive role of parents in guiding their children's problem-solving skills and fostering independent thinking. It
confirms the results of the Manlangit et al. (2020) study, which indicated that parental or guardian collaboration with teachers is
beneficial for fostering learning. They assist and mentor the students when they complete the modular lessons that are supplied to them
during the modular learning process. They function as substitute teachers and home facilitators. On the other hand, the indicator with
the lowest mean is "coaching and mentoring the child to come up with the correct answer but not to copy the answer without
understanding the reasons found in their lessons" (Mean = 3.65, SD = 0.780), still indicating a highly supportive level but slightly
lower in comparison. This result was supported by Winthrop (2020). Solutions that are devised should take into account the diverse
range of family situations and the hectic lifestyles of parents, with a focus on providing help to those who most need it.
The parents are highly supportive of children's academic activities in terms of coach or mentor (Mean = 3.86, SD = 0.443), indicating
a highly supportive environment. The high mean for the top indicator suggests that parents are actively engaged in mentoring their
children to arrive at correct answers while promoting critical thinking and self-reliance. Gumapac et al. (2021), validated this discovery.
(2021) that in addition to their primary function in modular distance learning, which is to encourage studying within the house, parents
also help their children complete their self-learning modules by guiding and instructing them. When parents called additional educators
or set up conferences to talk about how to improve the educational achievement of their kids and engagement, engagement from parents
rose (Chen, 2005).
The level of parental support for children's academic activities in terms of health protection is shown in Table 10.
Table 10. Level of parental support to children's academic activities in terms of health protection in terms of
Indicator Mea SD Interpretation
n
As a parent, I am supporting the child's academic activities by being
health protection in terms of
1. Providing hand washing facilities placed in conspicuous places at 3.83 1.212 Highly Supportive
home

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2. Ensuring the washing of hands in the wash area at home 3.65 .744 Highly Supportive
3. Providing alcohol and sanitizers in the classroom to be used before, 3.49 .503 Highly Supportive
during, and after doing the activities inside the class
4. Ensuring that the child is wearing a face mask even at home for the 3.33 .475 Highly Supportive
safety and security of the child
5. Observing social distancing for all the learners of the family since 3.20 .493 Moderately Supportive
everyone is going out from different concerns
Overall 3.50 .470 Highly Supportive
Legend: Scale – 5,4,3,2,1; Mean interval - 4.20–5.00, 3.20–4.19, 2.60–3.19, 1.80–2.59, 1.00–1.79; Qualitative Description - Very Highly Supportive, Highly Supportive, Moderately Supportive,
Less Supportive, Not Supportive at All

Table 10 reveals the level of parental support for children's academic activities in terms of being a health protector. The highest mean
is observed in the indicator "providing handwashing facilities placed in conspicuous places at home" (Mean = 3.83, SD = 1.212),
signifying a highly supportive role of parents in promoting hygiene practices within the home environment. These findings were
supported by Sedekia et al. (2022), who mentioned that parents have an important influence on their children's health-promoting
measures. On the other hand, the indicator with the lowest mean is "observing social distancing for all the learners of the family since
everyone is going out from different concerns" (Mean = 3.20, SD = 0.493), still indicating a moderately supportive level but slightly
lower in comparison. This result was supported by Angrist et al. (2020), who, in their study, showed that parents support children's
academic activities in terms of health protection.
The parents are highly supportive of children's academic activities in terms of health protection (Mean = 3.50, SD = 0.470), indicating
a highly supportive environment. This finding was supported by the study of Balearian and Cueto (2017), where parents highly support
their children's activities in terms of being health protectors.
Table 11 presents a test of the significant relationship between the extent of parental support for children's academic activities and the
level of teacher engagement in the Impasug-ong I District, Division of Bukidnon, for the school year 2022–2023.
Table 11. Test of a significant relationship between the Extent of teachers'
engagement and the level of parental support to children's academic
activities in Impasug-ong I District, Division of Bukidnon for the school
year 2022-2023.
Variable r P - value Interpretation
Academic Support .048 .682 Not Significant
Resource Provider .004 .972 Not Significant
Learning Partner -.209 .071 Not Significant
Coach/Mentor .008 .943 Not Significant
Health Protector .129 .270 Not Significant
Overall .003 .977 Not Significant

Table 11 shows that the variables: Academic Support (r =.048, p-value’ =.682), Resource Provider (r =.004, p-value =.972), Learning
Partner (r = -.209, p-value =.071), and Health Protector (r = .129, p-value = .270) have no significant relationship with the level of
parental support to children's academic activities. This just shows that parental support doesn't depend on how high or low the extent
of the teacher's engagement in children's academic activities. Chen and Jennifer agreed with this finding. According to (2005),
instructors decide what and how to teach the curriculum content, as well as how to create and assess learning objectives. As a result,
they are better equipped and more likely than classmates or parents to offer the kind of assistance that would encourage educational
achievement. Overall, there is no discernible correlation (r =.003, p-value =.977) between the degree of parental support for their child's
academic pursuits and the involvement level of teachers. Thus, the null hypothesis "In the Impasug-ong I District, Division of
Bukidnon, for the 2022–2023 academic year, there is no significant relationship between the extent of teachers' engagement and the
level of parental support to children's academic activities" is acknowledged. The results of this study corroborated those of Epstein's
(2015) study, which found a substantial relationship between parental support and teacher engagement. Epstein's concept proposes the
following types of involvement: (1) parenting; (2) talking at home and school; (3) working with the community; (4) studying at home;
(5) making judgments; and (6) volunteering. Chen and Jennifer concurred with the conclusion. (2005) found that parents who were
concerned about their children's subpar performance would be more willing to provide academic support. An administrator at the
participating school corroborated the reactive approach interpretation in her study, describing instances where parents learned about
their children's declining academic performance and engagement and took an increasingly active role in their education. More parents
contacted instructors or scheduled meetings to inquire about ways in which they could assist their children's academic progress and
involvement. According to Sapungan and Sapunga (2014), including parents in the education of their kids is similar to showing that
the school is engaged in making improvements or advancements among the students. Teachers and school administrators have the
opportunity to implement high-quality educational reform when parent involvement grows. To ensure that children are prepared
intellectually, physically, socially, emotionally, and spiritually, parents, educators, and schools should collaborate (Mamat et al., 2017).

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Research Article

Conclusions
Conclusively, this research identified that teachers' engagement in children's academic activities is at least 7-8 times out of 10 situations
in terms of academic support, resource provider, learning partner, coach/mentor, and health protector. Teachers are more engaged in
children's academic activities in terms of guiding students in their academic activities, which is merely the responsibility of an educator.
The result of the research concluded that the parents would do everything just to support their children's academic activities in terms
of academic support, resource provider, learning partner, coach/mentor, and health protector in Impasug-ong I District for the school
year 2022-2023. This means that parental support doesn't rely on outside forces. This means that the learners were strongly backed up
by their parents in academic matters.
Based on the research, it can be clearly stated that the large extent of teachers' engagement has nothing to do with the level of parental
support to children's academic activities in Impasug-ong I District, Division of Bukidnon, for the school year 2022-2023. Parental
support does not depend on how high or low the teacher's engagement with children.
School heads may enhance the extent of teachers' engagement in children's academic activities from a large to a very large extent in
terms of academic support, resource provider, learning partner, coach/mentor, and health protector. School heads may opt to encourage
teachers to have an innovation that will create a program wherein the teacher-parent relationship is strengthened, and by doing so,
learners will benefit from their engaging teacher and a very supportive parent. They can also conduct seminar workshops for teachers
on how to motivate stakeholders or parents to support the school's programs and projects; with this, a 100 percent participation rate of
parents in school will be achieved, and a good relationship between the school and the community will be built.
Teachers may enhance the high level of parental support to children's academic activities in terms of academic support, resource
provider, learning partner, coach/mentor, and health protector in Impasug-ong I district for the school year 2022-2023 by keeping in
touch with the parents and communicating with them consistently. Teachers may also let parents be involved in programs, projects,
and activities that require parents' support and be positive in recognizing active parents for every school year. In doing this, the teacher
may also contact parents in the traditional way or on any social media platforms to eradicate the communication barriers between the
teacher and parents so that all parents will be notified of all the projects and programs being imposed on the classroom and for them to
participate and be involved in any way to such programs.
DepEd Officials may strengthen the extent of teachers' engagement and improve the high level of parental support to children's
academic activities in Impasug-ong I District, Division of Bukidnon, for the school year 2022-2023 by continuing to provide
monitoring, supervision, and checking of teachers and school heads' output or accomplishments.
Future researchers may enhance this study by giving much attention to the sampling procedure he will administer and the respondents.
This study recommends not using SPTA as the respondents because they are active and very supportive parents. They also have to
include a discrimination question in the questionnaire so that the relationship between the extent of teacher engagement and parental
support will be clear.

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Affiliations and Corresponding Information

Aiza D. Dupeno
Sayawan Elementary School
Department of Education – Philippines
Leo Jade J. Matalubos, PhD
Valencia Colleges (Bukidnon), Inc. - Philippines

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