Professional Documents
Culture Documents
by
Ronaldo C. Vicente
January 2017
Chapter I
- Authoritarian
- Authoritative
- Permissive
Students' Academic
Achievement (GPA)
- Mathematics
- Science
- English
Teacher's Efficacy
- Students' engagement
- Instructional practices
- Classroom management
From table 1 above it reveals that majority of the respondents are parents with total
of 615 or 65 % of the total population of target respondents and follow by the 308 students
and their teachers/advisers with percentage rate raging from 33 % to 32 % respectively.
Instruments of the Study
The study made use of two standardized questionnaires one for the parenting styles
and the other one for measure of the level of teacher’s efficacy belief. The descriptions of
the instruments to be used in the study are as follow:
For the parenting styles questionnaire or originally called the parental authority
questionnaire is first developed by Buri in 2001 cited in Riberio (2009) is a questionnaire
consists of separate evaluations of mother and fathers’ parenting style, it’s consists of three
parenting style based on authority, disciplinary practices of warmth, demands, expectations
and control. The measure consists of 30 items, 10 for each of the different styles of
parenting in a five point Likert format ranging from strongly agree to disagree. The items
are written from the perspective of the child but respond to by adults in a self-report
manner, i.e., what would your mother or father have done when you were a child. There is
a separate form for mother and a form for father, but the questions are the same and in the
same order.
The three parenting style questions are entrenched in the questionnaire in a random
order. Authoritative parents are flexible, use reason with their children, are rational,
maintain firm and clear boundaries, while being consistent in the expectations of their
children’s behavior ( items 4, 5, 8, 11, 15,20, 22 23, 27 and 30 .) , Authoritarian parents
attempt to maintain unquestioning obedience from their children and attempt to control
behavior often through the use of punishment as a form of discipline ( items 2,3,7, 9, 12, 16,
18, 25, 26, and 29), Permissive parents tend to be relatively warm as well as non-
demanding and controlling of the child ( items 1, 6, 10, 13, 14, 17, 19, 21, 24 and 28). And so
score, the individual items for each parenting subtype are summed. The score on each
subscale are from a minimum of 10 to a maximum of 30.
The questionnaire has separate procedure for authoritarian, authoritative and
permissive scores. Each of the scores is derived from the child’s appraisal of parent’s
perceived style. It was tested and proven to be an effective tool in assessing maternal and
paternal authoritativeness, authoritarianism, and permissiveness. it is an appropriate
measure for older adolescent and young adult males and females.
Part of its interpretation includes, the higher mean scores indicate stronger
perception by the respondent of perceived parent’s parenting style as authoritative,
authoritarian, or permissive. Score are separated into 6 categories: (a) mother’s
authoritativeness, (b) mother’s authoritarianism, (c) mother’s permissiveness, and (d)
father’s authoritativeness, (e) father’s authoritarianism, (f) father’s permissiveness. Mean
scores range from 1 to 5, with a indicating little recognition by the respondent of the
parenting style of each parent and 5 indicating total recognition by the respondent of the
parenting style of each parent.
Test-retest for liability yielded coefficient alpha values of .78 for mother
authoritativeness,. .86 for mother authoritarianism,. 81 for mother permissiveness .92 for
father’s authoritativeness, .85 for father authoritarianism, and .77 for father
permissiveness. Internal consistency reliability yielded Cronbach coefficient alpha values as
follows: .82 for mother authoritarianism, .85 for mother authoritarianism, .75 for mother
permissiveness, . 85 for father’s authoritativeness, .87 for father authoritarianism, and .74
for father permissiveness).
Criterion-related validity was assessed through comparison of the PAQ and the
Parental Nurturance Scale. Bivariate correlations between the scales yielded the following
results: authoritative parents were the highest in parental nurturance for mother ( r = 56, p
< .05) and fathers ( r = .68 p < .05 ) ; authoritarian parenting was inversely related
tonurturance for both mothers ( r = -.36, <.05) and fathers (r = -.53, p <.05) ; and parental
permissiveness was unrelated to nurturance for both mother ( r = .04, p > .10 ) and fathers
( = .13 p > .10).
according to Rebeiro (2009) on her study about the construction and validation of
the Parental authority scale or parenting styles scale. She found out that the reliability of
the questionnaire was found to be .77 to .92 in a test re-test check over a two-week period
of time. Validity for the PAQ was found to be .74 to .87 for the subscales.
For the measure of the teacher’s efficacy scale. The Megan Tschannen-Moran, and
Mary Anita Woolfolk Hoy (2001) version of Teachers’ Sense of Teacher Efficacy Scale will be
used for this study. This scale will described the three types of teachers’ sense of efficacy
beliefs in classroom management. For this study the short form with 12-item will be used
with the revised 5-point Likert scale with responses ranges from 1=nothing, 2= Very little, 3=
Some influence, 4= Quite a bit, and 5=A Great Deal, which came from the reduced 9-point
continuum in the original version of TSES . In this form it includes the following items for
each subscale; for Efficacy in Student engagement with items 2,3,4,11, for Efficacy in
Instructional Strategies with items 5, 9,10,12 and for Efficacy in Classroom Management
with items 1,6,7,8. The reliability for the teacher efficacy subscale ranged from coefficient
0.90 to 0.91 respectively.
For academic achievement measure, the Grade Point Average (GPA) for each subject
like Mathematics, Science and English were used and this information was asked from the
registrar’s office of Dona Trinidad Mendoza Institute ( DTMI). The GPA would include only
the grade obtained by the students in their first grading period for the current school year
2016 – 2017.
Data Gathering Procedure
A request letter by the researcher duly noted the dean of the La Consolacion
University, Philippines (LCUP) , Graduate School was sent to the school President of Dona
Trinidad Mendoza Institute ( DTMI) for approval to conduct the study. Upon approval, the
researcher personally distributed the copies of questionnaire to the respondents retrieved
on the agreed date and time and the researcher checked if the questionnaire is
accomplished as desired.
Data Processing and Statistical Treatment
The data would be processed using the SPSS version 19 with the assistance of the
statistician from the RDO office of La Consolacion University Philippines ( LCUP). the
computed data would be then presented using appropriate tables and texts. The following
statistical tools were utilized in analyzing and interpreting the data.
1. The parenting styles of the parents were described in terms of weighted mean.
2. The level of teacher’s efficacy beliefs were described in terms of weighted mean.
3. The grade point averages of the student obtained in Mathematics, Science and
English were described using frequency counts and percentages.
4. The influence of parenting styles on students’ academic achievement was analyzed
in terms of using regression.
5. Likewise, the influence of teacher’s efficacy beliefs on students’ academic
achievement was analyzed using regression.
The measure of parenting styles were categorized and as transposed using scale
below:
Scale Range Verbal Interpretation (VI)
5 4.40 – 5.00 Strongly Agree (SA)
4 3.50 – 4.30 Agree (A)
3 2.40 – 3.40 Neither Agree nor Disagree (NAD)
2 1.50 – 2.30 Disagree ( D)
1 1.00 – 1.40 Strongly Disagree ( SD)
Then, the results were then analyzed and interpreted as part of chapter IV immediately
following this section.
Chapter 4
Presentation, Analysis and Interpretation of Data
This chapter deals with the presentation of data, analysis and interpretation of the
results of the study. The data are presented using different tables to present the needed
information designed to answer the questions stated in chapter 1.
The discussion are composed of the different tables for the most commonly used
parenting styles of the parents in terms of being authoritarian permissive, and or
authoritative. It includes information about the level of the teachers’ efficacy beliefs in
terms of their efficacy in students’ engagement, in instructional practices, and in classroom
management. It also includes the description of the academic performance of the students
in terms of the description of the academic performance of the student in terms of their
obtained GPA on subjects like Mathematics, Science, and English. It gives inform
information about the academic performance. It provides information between the level of
the teacher’s efficacy beliefs and students’ academic achievement. And lastly it gives
suggestions on the proposed parent-teacher program derived from the findings of the study
to further enhance the academic performance of the students.
Parenting Style of the Respondents
It is composed of three tables for the most commonly used parenting styles of the
parent-respondents of the study. The three tables included the table 2 for parenting style in
term of authoritative style, table 3 for parenting style in terms of authoritarian style and for
table 4 parenting style I terms of permissive style. These were used to described the most
preferred parenting style of the parent-respondents. Below is the parenting style of the
respondents.
Parenting Style . In this current study it adopted the most popular construct of
parenting style created by Baumrind (2001) in her conceptualization of authoritarian,
permissive, and authoritative parenting. These three very popular parenting style are
characterized by authoritarian parenting style which encompasses parents’ expectations
that children should learn to be submissive with their parent’s demands , while parents’ are
expected to be the opposite of being strict, directive, and emotionally detached. For
permissive parenting style like the name implies connotes less parental restrictions or limits
on the child. The proposition of this is that children are expected to regulate their own
activities. And for authoritative parenting style similar to authoritarian parenting entailed
clear and firm direction to children.
From table 2 it is worthy to note that under authoritative style majority of the
respondents agreed that while they are growing up at home their mother preferred to have
clear standards , but always adjust those standards whenever needed with obtained highest
weighted mean value of 4.23 and showed neutral response with the lowest weighted mean
value of 3.23 for having to create a decision in the family that would hurt any of their
children, however, willing to discuss with them and able to admit mistakes if needed.
And majority of the respondents also agreed that their father preferred to
consistently give direction and guidance in rational and objective ways with highest
weighted mean value of 4.42 and the least weighted mean value of 3.80 obtained for giving
clear direction for children’s behaviors and activities, but also shows understanding when
they showed disagreed with their fathers’ decision.
Table 2. Parenting style in terms of authoritative style
Indicators Mother Father
WM INT. WM INT.
4. As I was growing up, once family policy had been 4.39 Agree 4.39 Agree
established, my mother/father discussed the reasoning
behind the policy with the children in the family.
5. My mother/father has always encouraged verbal give-and- 3.93 Agree 3.87 Agree
take whenever I have left that my family rules and
restrictions were unreasonable.
8.As I was growing up my mother/father directed the activities 4.14 Agree 4.14 Agree
and decisions of the children in the family through reasoning
and discipline.
11. As I was growing up I knew what my mother expected of me in 3.89 Agree 3.94 Agree
my family, but also felt free to discuss those expectations with my
mother/father when I felt that they were unreasonable.
15. As the children in my family were growing up, my 4.41 Agree 4.42 Agree
mother/father consistently gave us direction and guidance in
rational and objective ways.
20. As I growing up my mother/father took the children’s opinions 3.92 Agree 3.98 Agree
into consideration when making family decisions, but she would
not decide for something simply because the children wanted it.
22. My mother/father had clear standards of behavior for the 4.43 Agree 4.34 Agree
children in our home as I was growing up, but she was willing to
adjust those standards to the needs of each of the individual
children in the family.
23. My mother/father gave me direction for my behavior and 4.38 Agree 4.35 Agree
activities as I was growing up and she expected me to follow her
direction, but she was always willing o listen to my concerns and to
discuss that direction with me.
27. As I growing up my mother/father gave me clear direction for 4.01 Agree 3.80 Agree
my behaviors and activities, but she also understands when I
disagreed with her.
30. As I growing up, if my mother/father made a decision in the 3.23 Neutr 4.19 Agree
family that hurt me, she was willing to discuss that decision with al
me and to admit it if she had made a mistake.
Average 4.07 Agree 4.14 Agree
Further analysis of the result showed in table 2 revealed that the parents are
capable to provide appropriate standards and objectives that are well-understood by their
growing children at home. At the same time, they are always willing to make the necessary
adjustment needed once their showed disagreement with their decisions.
These results are further evident in the study conducted by Stenberg (2010) about
the impact of parenting practices on adolescent achievement. In the study the author
examined the impact of authoritative parenting styles of adolescents’ school achievement
in an ethically and socioeconomically heterogenous sample of approximately 6,400
American 14-18-year-old. Findings from the study involved the positive impact of
authoritative parenting on adolescent achievement, however, is mediated by the positive
effect of authorittiveness on parental involvement in schooling. The finding showed that
parental involvement is much more likely to promote adolescent school successwhen it
occurs in the context of an authoritative home environment.
For table 3, it describes the parenting styles of the respondents in terms of
authoritarian style.
It is evident in table 3 that majority of the respondents agreed that their parents
parenting styles in terms of authoritarian style for their mother with highest weighted mean
value of 4.03 which include the description that even if her children didn’t agree with her,
my mother felt that it was for our own good if we were forced to conform to what she
thought was right. And with the least obtained weighted mean value of 3.0 with the
description that as they growing up his/her mother did not allow her/him to questions any
decision she had made.
Table 3. Parenting Style in terms of Authoritarian Style
Indicator Mother Father
wm int wm int
2.Even if his children didn’t agree with her, my mother/father felt 4.03 Agree 4.22 Agree
that it was for our own good if we were forced to conform to what
she thought was right.
3.Whenever my mother /father told me to do something as I was 3.16 Neutral 3.28 Neutral
growing up, she expected me to do it immediately without asking
any questions.
7.As I was growing up my mother/father did not allow me to 3.08 Neutral 3.15 Neutral
question any decision she made .
9. My mother/father has always felt that more force should be 3.26 Neutral 3.39 Neutral
used by parents in order to get their children to behave the way
they are supposed to.
12. My mother/father felt that wise parents should teach their 3.53 Neutral 3.71 Agree
children early just who is boss in the family.
16. As I was growing up my mother/father would get very upset if I 3.31 3.44 Neutral
tried to disagree with her.
18. As I was growing up my mother/father let me know what 3.21 Neutral 3.33 Neutral
behavior she expected of me, and if I didn’t meet those
expectations, she punished me.
25. My mother/father has always felt that most problems in 3.68 Neutral 3.78 Agree
society would be solved if we could get parents to strictly and
forcibly deal with their children when they don’t do what they
are supposed to as they are growing up.
26. As I growing up my mother/father often told me exactly 3.66 Agree 3.69 Agree
what she wanted me to do and how she expected me to do it.
29. As I was growing up I knew what my mother/father expected 3.47 Agree 3.45 Neutral
of me in the family and she insisted that I conform to those
expectations simply out of respect for her authority.
Average 3.44 Neutral 3.54 Agree
Analysis of the result found in table 3 revealed that both parents ( father and
mother) of the respondents preferred to use set of standards for what is right and wrong
and stick to what is right even their children sometimes disagreed with them, but make sure
that proper discussion of the impose standards would be done once disagreement surface.
The result above are the further supported by the recent findings in the field of
education which indicated that parents who explained they expectations to their children
support their children to become much of an achievers in return ( Schunk, 2000;
Zimmerman , 2001 , cited in Walters, 2008; Wilson , 2005; Ashtiani and Hassani, 2000)
For table 4 it summarizes the most preferred parenting styles of both mother and
father according to their children I terms of permissive style.
From table 4, it is worthy to note that the respondents agreed that both their father
and mother felt that in a well-run home the children should have their way in the family as
often as the parents do with highest weighted mean value of 4.20 and 4.11 respectively and
the respondents also agreed that while they are growing up at home their mother did not
direct the behaviors activities, and desires of the children in the family with the least
obtained weighted mean value of 2.83. And their fathers did not view them as responsible
for directing and guiding behavior as while growing the least obtained weighted mean value
of 2.88.
Table 4
Parenting Style in Terms of Permissive Style
Indicators Mother Father
wm int wm int
1.While I was growing up my mother/father felt that in a 4.11 Agree 4.20 Agree
well-run home the children should have their way in the
family as often as the parents do.
6.My mother/father has always felt that what children 3.29 Neutral 3.21 Neutral
need is to be free to make up their own minds and to do
what they want to do, even if this does not agree with
what their parents might want.
10. As I was growing up my mother/father did not feel 3.13 Neutral 3.11 Neutral
that I needed to obey rules and regulations of behavior
simply because someone in authority had established
them.
13. As I was growing up, my mother/father seldom gave 3.63 Agree 3.72 Agree
me expectations and guidelines for my behavior.
14. Most of the times as I was growing up my 3.89 Agree 3.94 Agree
mother/father did what the children in the family wanted
when making family decisions.
17. My mother/father feels that most problems in society 3.46 Neutral 3.35 Neutral
would be solved if parents would not restrict their
children’s activities, decisions, and desires as they are
growing up.
19. As I was growing up my mother/father allowed me to 3.20 Neutral 3.21 Neutral
decide most things for myself without a lot of direction
from her.
21. My mother/father did not view herself as responsible 2.86 Disagree 2.88 Neutral
for directing and guiding my behavior as I was growing
up.
24. As I was growing up my mother/father allowed me to 4.03 Agree 4.05
form my own point of view on family matters and she
generally allowed me to decide for myself what I was
going to do.
28. As I was growing up my mother/father did not direct 2.83 Disagree 2.94 Neutral
the behaviors, activities, and desires of the children in the
family.
Average 3.44 Neutral 3.46 Neutral
Analysis of the result obtained revealed that the parents of the respondents with
parenting styles in terms of permissive style believed that children while growing up at
home should be independent enough to do what they want and have desires and goals
separate from their parents expectations about them. According to Baumrind (2003) these
are the common beliefs among parents who, first and foremost desire is to give more
freedom for their children to grow independently.
Teachers’ Efficacy Beliefs
It includes the three tables for the efficacy beliefs of the teacher-respondents about
efficacy in students’ engagement, in classroom management and in instructional practices.
There were utilized to highlight the most and least efficacious beliefs of the teachers. Below
are the efficacious beliefs of the teacher-respondents.
Teachers’ Efficacy. Teachers beliefs about their own effectiveness, kwon as teacher
efficacy, according to Selami (2008) underlie many important instructional decisions, which
ultimately shape students’ educational experiences. Teacher efficacy is also believed to be
strong linked to teaching practices and student learning outcomes ( Goddarn, 2007)) And it
is highly observed that teachers with lower self-efficacy, feel a sense of helplessness when
it comes to handling difficult students.
It is clearly noted in table 5 that for teachers’ efficacy in terms of students’
engagement they believed that they can have more impact on their students in terms of
how much they can do to help their students to value learning with highest mean value of
7.00 with interpretative description of Quite a bit and least with how much they can do to
get through to the most difficult students with weighted mean value of 5.89.
Table 5
Teachers Efficacy in terms of Student Engagement
Indicators WM Interpretation
1.How much can you do to get through to the most difficult students? 5.89 Quite a Bit
2.How much can you do to help your students think critically? 6.32 Quite a Bit
4.How much can you do to motivate students who show low interest in school 6.53 Quite a Bit
work?
6.How much can you do to get students to believe they can do well in school 6.83 Quite a Bit
work?
9.How much can you do to help your students valuing learning? 7.00 Quite a Bit
12. How much can you do to foster student activity? 6.32 Quite a Bit
14.How much can you do to improve the understanding of a student who is 6.47 Quite a Bit
falling?
22.How much can you assists families in helping their children do well in school? 6.53 Quite a Bit
Average 6.49 Quite a Bit
Analysis of the results would show that the teachers’ efficacy beliefs in terms of
students’ engagement are more on how they can help student to learn to value more their
education. And to touch the lives of those students who happened to have difficult
situations in their academic lives.
From table 6 it depicts the teachers’ efficacy beliefs in terms of classroom
engagement, wherein majority of the teacher-respondent showed efficacious beliefs on
how much they can do to get their students to follow classroom rules and how much they
can do to calm students who is disruptive or noisy with highest weighted mean value of
7.05 with interpretative description of Quite a Bit. And with lowest weighted mean value of
6.16. These results would that teachers believed that they are effective in teaching their
students to follow rules and calming those students who was disruptive or noisy and less
effective in terms of responding to defiant students.
Table 6
Teachers’ Efficacy in terms of Classroom Engagement
Indicator WM Interpretation
3. .How much can you do to control descriptive behavior in the classroom? 6.79 Quite a Bit
5.To what extent can you make your expectations clear about student behavior? 6.32 Quite a Bit
8.How tell can you establish routines to keep activities running smoothly? 6.53 Quite a Bit
13.How much can you do to get children to follow classroom rule? 7.05 Quite a Bit
15. How much can you do to calm a student who is disruptive or noisy? 7.05 Quite a Bit
16. How well can you establish a classroom management system with each group 7.00 Quite a Bit
of students?
19.How well can you keep a few problem students form ruining an entire lesson? 6.79 Quite a Bit
21. How well can you respond to defiant students? 6.16 Quite a Bit
Average 6.71 Quite a Bit
Further analysis of the results in table 6 above would reveal that the teachers’
efficacy beliefs about their own effectiveness in terms of classroom management range
from 6.16 to 7.05 respectively under interpretative description of Quite a Bit that would
further show that they believed they are quite capable in terms of classroom management.
For table 7 it described the teachers’ efficacy beliefs in terms of instructional practices.
From the table it is quite evident that majority of the teacher-respondents believed that
they are quite a bit effective I terms of how well they can implement alternative strategies
in the classroom with highest weighted mean value of 7.26 and also quite a bit effective
terms of how much they can gauge student comprehension of what they have taught with
the least obtained weighted mean value of 6.42. These results would also mean that the
teachers were Quite a Bit effective in terms of instructional practices with an overall all
weighted mean value 6.77.
Table 7
Teachers’ Efficacy in terms of Instructional Practices
Indicator WM Interpretation
7.How well can you respond to difficult questions from your students? 6.58 Quite a Bit
10. How much can you gauge student comprehension of what you have taught? 6.42 Quite a Bit
11.To what extent can you craft good question for your student? 6.58 Quite a Bit
17. How much can you do to adjust your lesson to the proper level for individual 6.84 Quite a Bit
students?
18. How much can you use a variety of assessment strategies? 6.84 Quite a Bit
20. To what extent can you provide an alternative explanation or example when 6.74 Quite a Bit
students are confused?
23. How well can you implement alternative strategies in your classroom? 7.26 Quite a Bit
24. How well can you provide appropriate challenges for very capable students? 6.89 Quite a Bit
Average 6.77 Quite a Bit
Analysis of the results found in table 7 would also mean in terms of instructional
practices the teachers’ efficacy belief ranged from 6.42 to 7.26 respectively with an overall
mean of 6.77 and interpretative description of Quite a Bit. These results further that the
teachers’ efficacious beliefs are all quite a bit terms of instructional practices such in how
they can implement alternative strategies in the classroom to how much they can gauge
students comprehension of what they have taught.
Academic Performance of the Respondents
It is consists of the table 8 which clearly described the obtained academic
performance of the student-respondents in terms of their General Point Average( GPA)
obtained in academic subjects like Mathematics, Science and English. There were
considered to described the highest and lowest academic performance of the respondents.
Below is the academic performance of the student-respondents.
Academic Performance. Education has emerged as a process of developing or
training an individual to cope with the daily challenges of everyday life. It is also said that
the quality of effective education is seen in individual who can stand the test of time ( Kordi,
2010). According to Ojerinde (2000) the emergence of American or Western education has
opened the so-called formal education which signals the emergence of the planned
classroom situation facilitated by trained teachers. School is served to be the centre of
development for the student to become efficient social beings ( Sidhu, 2002). In relation
with the study, it is the main focused of the study to highlight the academic performance of
student as basis for determining how effective school practices are implemented and
challenged.
School is a product of a community of different students from variety of different
homes and families ( Kordi ,2010). In essence, the impact of parents on their children
development are continually be observed among students who become part of the schools’
classroom. Parents participation through parenting comprised the so-called traditional and
foundation of learning among students ( Baumrind, 2003).
For table 8 it shows the students’ academic performance in English, Mathematics
and Science.
Table 8 . Students’ Academic Performance
Subjects Performance Rating Interpretation
English 91.40 High, Excellent
Mathematics 82.22 Above Average, Good
Science 84.31 Above Average, Good
AVERAGE 85.98 High, Excellent
From the table 8 above it is clearly observed that out of the three subjects the
student-respondents obtained high or excellent performance with percentage rating of
91.40 for English, and equally the same interpretative value for subjects in science in
Science and Mathematics with performance rating of 84.31 and 82.22 respectively with
interpretative value of above average or good.
Proposed Parent – Teacher Program
Majority of the researcher from 2001 to 2013 have been continually affirming the
significant impact of parents’ parenting style on children’s academic outcomes ( Robertson,
2009) . In the present study, it added additional understanding into how parenting styles
influence academic outcomes. With regard to the findings of the study parenting styles
particularly that of permissive parenting styles appeared to be the most influential
parenting style in terms of an increased academic performance of the students in
Mathematics, but not so much on subjects like English and Science.
Moreover, teachers efficacy which is about Teachers beliefs about their own effectiveness
that they could bring about positive changes in students’ academic performance according
Selami (2008) underlies many important instructional decisions which ultimately shape
students educational experiences.
In relation with the findings of the study , the researchers proposed parent-teacher
program that would further enhance the academic performance of the students. Below is
the outline for the proposed program for parent-teachers’ seminar-workshop on good
parenting and positive teachers’ attitudinal relationship with students:
Program Title: Parent-Teachers’ Seminar Workshop on Good Parenting and Positive
teachers’ Attitudinal Relationship with their Students
Objectives:
The proposed program would give teachers and parents additional knowledge and
understanding of the following:
For Parents:
1. Effective choice of parenting Style that would fit the unique developmental needs of
their children.
2. Parenting skills that would help them become more attune with the present
generation gap that produces misunderstanding between them and their children.
3. Consider permissive parenting as good choice of parenting style to help their
children to become better learners on subject like Mathematics.
For Teacher:
4. Awareness that their positive understanding about their students’ capability to learn
would help them to make their students better learners.
5. Positive beliefs that their students are learners with a unique potential that needed
to be uncover and maximize to make them achievers in the classroom.
Period Covered: The proposed program would cover the next school year upon the approval
of the School President.
Chapter 5
Summary of findings , Conclusions and Recommendations
Summary
The main concern of this study is to determine the influence of parenting styles in
terms of authoritative, authoritarian, and permissive style and teachers’ efficacy beliefs in
students’ engagement , in classroom management, and instructional practices on students’
academic performance in English, Mathematics and Science.
This study utilized the descriptive-correlational research method to describe the
parenting styles practices of parents both the mother and father as observed by their
children, as well as, the level of teachers’ efficacy beliefs in students’ engagement,
classroom management, and instructional practices. And as part of the statistical analysis
employed in the study the significant influence of parenting styles and teachers efficacy
beliefs on students’ academic performance would be determined.
The respondents of the study were the 308 bona fide students from Dona Trinidad
Mendoza Institute and their 616 parents who are both present and legally married and their
30 adviser/teachers. There were 958 total numbers of respondents for the study who met
the inclusion criteria earlier stated in chapter 3.
Summary Findings
The salient finding in this study to the specific questions are as follows:
Problem 1. What is the most commonly used parenting styles of the parents in terms of the
following.
1.1 authoritarian;
1.2 permissive
1.3 authoritative
The data showed that most of the respondents parenting styles under authoritative
style showed that while they are growing up at home their mother preferred to have
clear standards, but always adjust those standards whenever needed with obtained
highest weighted mean value of 4.23 and showed neutral response with the lowest
weighted mean value of 3.23 for having to create a decision in the family that would
hurt any of their children, however, willing to discuss that decision with them and able
to admit mistakes if needed. and majority of the respondents also agreed that their
father preferred to consistently give direction for children’s behaviors and activities, but
also shows understanding when they showed disagreed with their fathers’ decision.
Problem 2. What is the level of the teacher’s efficacy beliefs in terms of the following?
2.1 efficacy in students’ engagement;
2.2 efficacy in instructional practices:
2.3 efficacy in classroom management?
Based from the summary of results gathered and computed, majority of the responses
on teachers’ efficacy beliefs in terms of students’ engagement fall under quite a bit
interpretative description with highest mean value of 7.00, these include beliefs that they
can have impact on students in terms of how much they can do to help them to value
learning and to get through to the most difficult students with weighted mean value of 5.89.
The same results were applied to teachers efficacious beliefs on classroom management
with highest weighted mean value of 7.05 with interpretative description of a Quite a Bit on
their on how much they can do to calm students who is disruptive or noisy with highest
weighted mean value and with less efficacious belief in terms of how will they can respond
to defiant students with lowest weighted mean value of 6.16. And for responses on
teachers’ efficacy beliefs in terms of instructional practices which fall under the descriptive
value of a quite a bit effective in terms of how much they can gauge student comprehension
of what they have taught with the least obtained weighted mean value of 6.42. These
results would also mean that the teachers were Quite a Bit effective in terms of
instructional practices with an overall weighted mean value of 6.77.
Problem 3. How the academic performance of the students be described I terms of the
following subjects:
3.1 Mathematics;
3.2 Science; and
3.3 English?
The academics profile of the student-respondent revealed above average to highest
excellent performance of students’ in their academic performance Mathematics, Science,
and English respectively.
Problem 4: How do the parenting styles of the parents significantly influence the academic
achievement of the students?
Only permissive parenting style appeared to significantly influential to students’
academic performance on Mathematics but not on English and Science with obtained p-
value of 0.053 which was still within the acceptable region set at alpha 0.05 level of
significance.
Problem 5. Does the teacher’s efficacy significantly influence students academic
achievement?
Utilizing regression analyses the teachers’ efficacy beliefs of the teacher-respondent
which were all fall under descriptive equivalent value of Quite a Bit were all not
significantly influential enough to produce change in the academic performance of the
students in subjects like English, Science and Mathematics. Since the obtained p-value all
fall outside the acceptable region set at alpha 0.05 level of significance, thus, the null
hypothesis of no significant influence is true for teachers’ efficacy belief and students’
academic performance.
Problem 5. What parent-teacher program can be developed to further enhance the
academic performance of the students?
From the findings of the study, it is to be noted that the level of teachers’ efficacy
beliefs of quite a bit is not sufficient enough to produce positive influence on the academic
performance of the student, as well as, the parenting style of both parents wherein
onlypermissive parenting style significantly influence an increase students’ academic
performance in Mathematics subject, but not in subjects like English and Science.
Thus, development of programs which include seminar and training for teachers
should be focused more on how teachers could have better understanding on the
importance of having high efficacious beliefs that they could bring about positive changes in
the academic performance of their students. While, for parents training on parenting style
should include ways on how they can be more adept on using permissive parenting style to
further help their children to have better academic performance not only in Mathematics,
but more so on other subjects like English and science.
Conclusions
Based on the aforementioned findings of the study, the following conclusions were
derived:
1. From the majority of the responses it can be concluded that both parents ( mother
and father) of the student-respondents made use of all the three parenting styles,
simultaneously or depending upon the need of the situation. These include
authoritative styles as observed by their children that included; while they are
growing up at home their mother preferred to have clear standards, but always
adjust those standards whenever needed. For authoritarian style, where mothers as
observed by their children at home that even if they didn’t agree with their mother
felt that it was for our own good if we were forced to conform to what their mother
thought was right. While for authoritarian father, children believed that their fathers
felt that it was for their own good if they will be forced to conform to what the
father thoughtwas right. And for permissive parents majority of their children
agreed that booth of their parents became permissive when they allow them to
have their own way in the family as often as their parents do.
2. It was also observed that of the three parenting styles only permissive parenting
styles appeared to have significant influence on the academic performance of the
student, but this was only for the Mathematics subject. However, since the students
respondents’ academic performance ranged from above Average to High/Excellence
performance it can be concluded that the student-respondents were adjusted at
home with their parents made use of their most preferred parenting styles. And for
this reason, in general their academic performance was not so much dependent
with that of their parents ( father and mother) choice of parenting styles.
3. It was shown that majority of the teacher-respondents’ level of efficacy beliefs were
quite a bit which was also tantamount to just an average beliefs that they were
capable on how they could bring about positive changes in their students’ academic
performance, which include beliefs in terms of students’ engagement that they can
have impact on student in terms of how much they can do to help them value
learning, for beliefs in terms of classroom management on how they can do to calm
student who is disruptive. And for efficacy beliefs on instructions practices in terms
of how well they can implement alternative strategies in the classroom.
Recommendations
After a thorough assessment of the findings of this study, the following
recommendations are presented:
1. For the parents they should be able to learn to make use of parenting styles that
would be suited to the developmental needs of their children. From the findings of
the study it could be recommended that permissive parenting style can be effective
in promoting students’ academic performance in Mathematics. Thus, parents are
encouraged to make use of this parenting style as often as possible,
2. For the teachers they should learn to become instrumental in developing the
academic performance of the students by having to create high efficacy beliefs that
they can bring positive changes in their students’ academic performance.
3. For the school administrators that they devise a program or better yet considered
the suggestions of the researcher to create programs which include seminar and
workshop/training that focus on enhancing the parenting styles of both parents and
help teachers increased their efficacy beliefs about their important in helping their
students to become academic achievers in the classrooms.
4. For future researchers, that they cover other variables not contained in this study to
better understand the influence both of parenting styles and teachers’ efficacy
beliefs on the other students’ academic outcomes.
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