Predicting Student Performance Through Parental Support and Supportive Actions of Teachers

Abstract

This study investigated the influence of parental support and supportive actions of teachers on the student performance of elementary learners in San Mariano Elementary School, Loreto, Agusan del Sur. Specifically, it examined how parental support in terms of encouragement, modeling, parental reinforcement, and parental instruction, along with supportive actions of teachers in terms of academic support, communication with parents, motivational support, emotional support, and facilitating parental involvement, predict learners’ performance as measured by test scores. A quantitative research design was employed using a descriptive–correlational approach. Data were collected from Grade 4 to 6 pupils, parents, and teachers through structured questionnaires, while academic records were used to determine student performance. Statistical tools such as weighted mean, Pearson r correlation, and multiple linear regression were utilized to analyze the data. The findings revealed that both parental support and supportive actions of teachers significantly influence student performance, with parental instruction and academic support emerging as strong predictors. The study concludes that learners who receive consistent support from both home and school are more likely to achieve higher academic outcomes. It is recommended that schools strengthen parent–teacher collaboration and implement support mechanisms that enhance both parental involvement and teacher practices to improve student performance.