A Correlational Study on School Practices on Parental Involvement, Teachers’ Motivation and Learners’ Academic Achievement

Abstract

This study examines the correlation between school practices on parental involvement, teachers' motivation, and learners' academic achievement in Loon South District, Division of Bohol. Utilizing a descriptive quantitative correlational method approach, the research evaluates six domains of parental involvement: parenting, communication, volunteering, learning at home, decision-making, and collaborating with the community, as perceived by teachers and parents. Findings reveal an overall "Very Good" performance in fostering parental engagement, with communication and parenting ranking highest, while volunteering and collaborating with the community show room for improvement. Teachers highlighted strong communication channels and active parent-teacher associations as key strengths but noted gaps in workshops, curriculum involvement, and resource-based support. The study also assessed the level of teachers’ motivation across intrinsic and extrinsic factors, professional development, job satisfaction, work environment, and student achievement. Results indicate a "Very High" motivation level, with parental involvement significantly enhancing teachers' intrinsic satisfaction and professional fulfillment. A positive correlation between school practices and learners' academic achievement underscores the importance of cohesive school-family partnerships. Furthermore, teachers’ motivation is significantly correlated to the learners’ academic achievement emphasizes the essential role of motivated educators in student success. The findings emphasize the crucial role of enhancing parental engagement through targeted interventions such as improving onboarding practices, expanding volunteer opportunities, and fostering community collaboration. These efforts aim to create a supportive educational system, promoting motivated teachers and academically successful learners.