Parental School Involvement and Teacher Effectiveness: Their Impact on the Reading Comprehension of Students
DOI:
https://doi.org/10.54536/jtel.v4i2.7699Keywords:
Descriptive-Correlation, Elementary Education, Multiple Regression Analysis, Parental Involvement, Phil-Iri Assessment, Teacher EffectivenessAbstract
This study aimed to determine which domains of parental school involvement and teacher effectiveness significantly predict the reading comprehension of Grade 6 learners during the 2025-2026 school year at Bunawan District Elementary Schools. The research employed a quantitative descriptive-correlational research design, utilizing a survey questionnaire as the primary data-gathering tool. The respondents were the randomly selected 170 Grade VI pupils through a stratified random sampling technique. The data collected were analyzed using statistical methods such as mean, pearson r, and multiple regression analysis. The results showed that parental involvement and teacher effectiveness were perceived at high levels in aspects such as parental expectations, homework, subject matter knowledge, planning, learning environment, and communication, but the Phil-IRI assessment revealed most learners were still at the frustration level in their reading comprehension, with only a few at the instructional level and none at the independent level. Moreover, the results of the analysis showed that parental involvement and teacher effectiveness have no significant relationship with reading comprehension, implying that even though they may motivate the learners, they do not have a direct impact on the improvement of their literacy skills. It is therefore recommended that schools implement interventions to address the issue of reading comprehension among the learners.
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