Parenting Styles in Relation to Self-Esteem and School Performance of Senior High Students

Abstract

Parenting styles provide the emotional climate for interaction between parents and children and have a significant impact on the family’s quality of life.   School performance is considered as the adolescents’ capacity to interact effectively with the school environment by getting the general point average of their grades in the four quarters of School Year 2018-2019.  This paper examined the effects of parenting styles on self-esteem and school performance among the Senior High students of Tubigon, Bohol, Philippines. The study utilized the descriptive normative survey method of research in gathering data through the use of a standardized survey tool in getting the parenting styles and self-esteem of the respondents. Data mining or desk review was conducted in securing the academic performance of the Senior High School of Tubigon, Bohol. Data were processed using averaging, Freeman Halton Test, Kruskal-Wallis test, and Chi-Square. The majority of the 400 respondents yielded similar results in the four parenting styles, first is authoritative in both mothers (52.5 percent) and fathers (46.5 percent). It is followed by the permissive, father (21.5 percent), and mother (17.8 percent). It is followed by ambivalent parenting with fathers (18.8 percent) and mothers (17 percent). The majority (75.5 percent) of the respondents have high self-esteem. Almost a fourth (24.5 percent) had average self-esteem, and no one reflected low self-esteem. Nearly half (45.8 percent) of the total number of respondents had satisfactory school performance, more than a third (36 percent) had an outstanding rating, above a tenth (14 percent) had Very Satisfactory, and very few reflected Fairly Satisfactory (4.3 percent) results. The result of the Freeman-Halton test revealed that there is no statistically significant association between the fathers’ and mothers’ parenting styles and the age groups of the respondents. The Chi-square test revealed that the parenting styles of both the father (X2=7.717, df=3, p<0.10) and the mother (X2 =7.683, df=3, p<0.05) are statistically associated with the sex of the respondents. As to the relationship between self-esteem and academic performance, chi-square revealed a significant result. There is strong evidence of a difference (p-value < 0.05) between the mean ranks of at least one pair of the indicated categories. There is strong evidence that suggests that parenting styles have some bearing on how students perform at school.