Exploring The Influence of Parenting Styles On The Self Esteem of The Senior High School Students of Second Philippine International School 1

Exploring the Influence of Parenting Styles on the Self-Esteem
of the Senior High School Students of

Second Philippine International School
Brillantes, Frances Danielle P.
Calubad, Nathan Mikhael R.
Lepail, Abdulaziz N.
Maraan, Nicole C.
Naki, Mohammed Aslam P.
Yahya, Elham L.
Inquiries, Investigation, and Immersion
Mr. Anthony Espejo
2023
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APPROVAL SHEET
In partial fulfillment of the requirements for Grade 12 STEM Inquiries, Investigation,
and Immersion S.Y. : 2023-2024, this quantitative research entitled “Exploring the Influence
of Parenting Styles on the Self-Esteem of the Senior High School Students of Second
Philippine International School” which has been prepared by FRANCES DANIELLE P.
BRILLANTES, NATHAN MIKHAEL R. CALUBAD, ABDULAZIZ N. LEPAIL,
NICOLE C. MARAAN, MOHAMMED ASLAM P. NAKI, and ELHAM L. YAHYA is
hereby recommended for approval and acceptance.
MR. JOSE ANTHONY F. ESPEJO
Research Adviser
__________________
Date signed
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DEDICATION
Every tough task needs both self-effort and guidance from the elderly,
particularly those who are closest to our hearts.
Our humble effort is dedicated to our inspiring, supportive, and loving parents,
friends, and educators who have helped us each step of the way.
especially to our GOD ALMIGHTY.

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CHAPTER 1
INTRODUCTION
This chapter will provide an introduction to the research topic thereby presenting the
problem and its setting. It includes the research statement, aims and objectives, statement of the
problem, rationale for the research, and context for the research.
1.1 - Research Statement
This research is a survey study examining the influence of parenting styles on the
Self-esteem of Senior High School students in Second Philippine International School.
1.2 - Aims and Objectives
The aim of this research study is to establish a survey which investigates the influence
of parenting styles on the self-esteem of the Senior High School students in Second Philippine
International School.
This study specifically aims to:
1. To explore the definitions of parenting styles and self-esteem and to develop a deeper
understanding of these two variables.
2. To identify the different parenting styles which includes recognizing the unique
characteristics and determining the strengths and weaknesses of each parenting style.
3. To assess the effects of each parenting style on self-esteem which involves determining
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whether each parenting approach has a positive or negative effect on a child's sense of
self-worth.
4. To identify which parenting style is most effective for improving and enhancing a
child’s self-esteem.
5. To provide recommendations on how parents can build positive relationships with their
child and provide solutions in lessening the negative barriers that hinders the
self-esteem of their child.
1.3 - Statement of the Problem
The main concern of this study is to identify the effects of parenting styles to the
self-esteem of Senior High School Students in Second Philippine International School.
To address the above mentioned problem, the researchers will sought answers to the following
research questions:
1. What are the different types of parenting styles?
2. What is the most practiced parenting style by the parents of Senior High School
Students in Second Philippine International School?
3. Do the different parenting styles pose a positive effect on the self-esteem of the Senior
High School Students of Second Philippine International School?
4. Do the different parenting styles pose a negative effect on the self-esteem of the Senior
High School Students of Second Philippine International School?
5. Which of the Parenting styles produce high self-esteem and low self-esteem?
1.4 - Rationale for the Research

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Concern over adolescents continues to escalate on a global scale. Teenage self-esteem
may be one of the main underlying elements impacting teenage outcomes, according to study.
In the course of research on the self-image, self-esteem has been explored more than any other
subject. This is most likely the result of low self-esteem's susceptibility, which has been linked
to a higher risk of developing a mental disorder (Bardone et al., 2000). It is a serious challenge
for adolescents to have low self-esteem because it is linked to less satisfactory psychological
and physical wellness as well as higher rates of unlawful activity in early adulthood. Low
self-esteem additionally correlates with social withdrawal, depression, disorders of diet and
exercise, anxiety, and self-harm behaviors (Erol, 2011). Adolescents who have low self-esteem
are at risk of various mental health conditions as well as social problems.
According to Nigeria's Department of Health Promotion and Education, adolescence is
a crucial time in a person's life when they go through numerous adjustments. Several
variables, such as familial relationships, socioeconomic status, changing bodies, optimistic
levels, accomplishments, and belief systems, have a significant effect on the development and
growth of adolescents. One of the many family-related factors that have been found to have the
potential to have a big influence on how children and adolescents develop is their parenting
style. It is now generally acknowledged that the way a parent raises their children has a big
impact on their success in life.
Parents are the primary developers of their children's future. A parent's relationship
with their child, their approaches to regulation and sanctions, and their handling of their actions
and feelings all impact the child's progression. From a parenting viewpoint, studies show an
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association linking the self-esteem of adolescents and styles of parenting (Oh, 2004) as well as
between adolescents' self-esteem and interactions with parents (Klein et al., 1996). However,
some findings on these two topics have been contradictory (Zakeri & Karimpour, 2011).
It is imperative that the relationship between parenting styles and self-esteem be looked
into in greater detail in the present research. In light of this, the researchers have chosen to
carry out a study that will mainly evaluate the impact of every parenting style on the
self-esteem of adolescents attending Second Philippine International School. The alarming
problem of low self-esteem among senior high school students emphasizes the need for this
research even more. The findings of this study may be a significant first step in addressing
problems with inadequate parenting practices and low self-esteem. The study's conclusions will
have an impact on parents and educators looking for research-backed methods to improve the
children's self-esteem. Finding the beneficial and detrimental effects of various parenting
philosophies on the self-esteem of senior high school students at Second Philippine
International School is the main objective of this research.
1.5 - Context for the Research
Parenting methods influence many areas of a child's development, including
self-esteem. The strategies that parents apply to raise their children are known as parenting
styles. These styles can vary in terms of the level of control, demands, and warmth shown by
parents. As a result, there is a rising debate about which parenting styles promote low, medium,
and high self-esteem.Thus, the need to explore the different parenting styles and it’s effect on a
child’s self worth.

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This study aims to explore how different parenting styles impact the self-esteem of
Senior High School Students in the Second Philippine International School. The Study will
examine the different research questions - “What are the different types of Parenting styles?” ,
“What is the most practiced Parenting style by the parents of Senior High School students in
Second Philippine International School?” , “Do the different Parenting styles pose a positive
effect on the Self- Esteem of the Senior High School students of Second Philippine
International School” , “Do the different Parenting styles pose a negative effect on the Self-
Esteem of the Senior High School students of Second Philippine International School?” ,
Which of the Parenting styles produce high Self-esteem and low Self esteem?”
The findings of this study will shed light on the influence of parenting methods on the
self-esteem of senior high school students. It shows which parenting methods are associated
with greater or lower self-esteem levels in these students. The findings can help parents,
educators, and children understand the value of using positive and supportive parenting
techniques to help senior high school kids develop healthy self-esteem.

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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
For over a century, psychologists have been enthralled with the concept of self-esteem,
which is among the social sciences' most extensively studied concepts (Bleidorn, Hufer,
Kandler, Hopwood, & Riemann, 2018). Self-esteem researcher Morris Rosenberg (1965)
described self-esteem as simply nothing more than a perception about individuality. It can be
defined as either a positive or negative attitude toward oneself. One can gauge someone’s sense
of worth by looking at their level of self-esteem. Psychologists assert that the esteem of an
individual holds significance because it reflects one's level of acknowledgment or cultural
worth (E.G. Hepper, 2016).
People want to truly feel valuable about themselves or keep their self-esteem because
they are inherently opportunistic. (Yang, Xu, Chen, Shi, & Han, 2016). A self-esteem
evaluation involves assessing our perceived success in the key areas of our lives as well as our
own goodness or work. According to Webster’s definition, self-esteem is the state of being
content with oneself and having a positive view of one’s importance or value. Individuals with
high self-esteem consistently feel highly valuable, unlike people with poor self-esteem who
occasionally have thoughts of being undeserving and may even despise themselves
(Abdel-Khalek, 2016). Research indicates that the level of esteem of oneself increases
productivity in specific disciplines, such as education, and is generally beneficial to both our
mental and physical wellness as well as fostering social recognition (Jordan et al., 2017).
Different parenting behaviors that reflect differences in parents' views and methods
make up various parenting styles. Parenting styles are a collection of parenting practices that
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lead to comparatively predictable and consistent patterns in the outcomes of children's
adjustment. The field of parenting styles research came together following Diana Baumrind's
1966 presentation of her typology of parenting styles (Michelle Givertz, 2021). In parenting
styles research, Baumrind's typology persists to be the accepted nomenclature, being prevalent
in the parent-child research agenda. Most parenting studies include it in one way or another. A
parent's parenting style is an expression of the way they bring up and interact with their child
(Maria and Doinita. 2015). Parenting styles are the emotional conditions that develop when
parents make an effort to socialize with their children.
Parenting practices and adolescents' esteem were studied by Deshpande and Chhabriya
(2013). Parents' incapacity to relate to their children and age disparities are the primary causes
of conflicts between parents and their teenagers, according to a study that focused on teenage
adolescents. According to the study, there is no discernible difference between the authoritative
and permissive parenting styles of mothers and fathers with regard to how they affect
adolescents' self-esteem. In fact, most of the time, these two parenting philosophies result in
increased self-esteem than the authoritarian parenting styles of mothers and fathers. There is a
noteworthy inverse linkage between adolescents' self-esteem and the authoritarian approach of
fathers and mothers.
The main goal of a 2015 study by Sharma and Pandey is to evaluate and investigate
parenting philosophies and how they affect teenagers' self-esteem. 120 teenagers, 60 of whom
were female and 60 of whom were male, were chosen as the study's sample from Delhi and
India’s National Capital Region. The range of ages of the individuals involved was maintained
at 16 to 18. The results of their investigation showed that there is not much difference between
authoritative and permissive parenting, whether it comes from mothers or fathers, when it
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comes to teenagers' self-esteem. In fact, both of these parenting philosophies tend to boost
teenagers' self-esteem more than the authoritarian approach, which demonstrates a significant
negative association with teenagers' self-esteem.
In their 2014 study, Saric and Sakic looked at how various measures of adolescents'
well-being were impacted by parents' perceived parenting styles and friendship qualities.
Scales measuring the opinions of high school students regarding their parents' parenting styles
were filled out. According to their study's findings, adolescents with authoritative and
permissive parents experienced greater levels of self-esteem and life satisfaction than
adolescents with authoritarian parents. In addition, adolescents with authoritative mothers
reported higher levels of happiness than those without such views. On every wellbeing
indicator tested, adolescents who thought their fathers were permissive or authoritative
performed better than those whose fathers were authoritarian.
The primary aim of the 2017 study by Garcia and Santiago was to develop a parenting
skills program that could be submitted to the institution and help parents raise their kids in a
better way. 66 respondents were selected at random from the population by the researchers
using a straightforward random sampling technique. Their study's findings showed that
adolescents most frequently adopt an authoritative style. The study concluded that modern kids
are more adept at handling stress and that there is, in fact, a substantial connection between
self-esteem of adolescents and parenting practices.
In 2014, Dalisay carried out a study at Lyceum of the Philippines University Batangas
to identify methods of parenting and Self-Esteem among Criminology students. The study
included twenty-eight (28) LPU-B students studying criminology as respondents. Based on the
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results, it was found that 14 respondents had a more significant sense of self-esteem and 14
respondents had a moderate level. Positive regard toward oneself is equally demonstrated by
high and moderate levels of self-esteem. All of the respondents, meanwhile, stated that they
were raised by authoritative parents who taught them to become increasingly responsible adults
while also showing them warmth, love, and acceptance.
Parenting Styles
Regarded as an expert in the subject of parenting style study is Baumrind (1966, 1967,
1971). She developed a framework to represent variations in the usual practices of parents,
using three parenting styles: permissive, authoritative, and authoritarian. Baumrind (1971)
proposed that permissive parents are more encouraging of their children's individuality than
controlling, while authoritarian parents try to shape, assess, and control their behavior by strict
rules. She considered the center ground between those two to be an authoritative parenting
approach.
According to Gunjan Sharma and Dr. Neelam Pandey (2015), a parent's behavior and
response to their child(ren) establish their parenting style. This covers the morals and
principles that parents adhere to, the standards they establish, and the ways in which they
assist, encourage, and nurture their kids in addition to the ways in which they educate them.
According to child development experts, there are four approaches to parenting that are
generally recognized: authoritative, authoritarian, permissive, and negligent. Deshpande and
Chhabriya (2013) propose that a parent's parenting style functions as a gauge to assess the
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success of their parenting and ultimately predicts the well-being of their child in a range of
settings.
Teenagers develop their own sense of self and identity during adolescence. Up to this
time, parental and familial variables had a substantial influence on a number of characteristics,
including a positive environment at home, parental support and use of recognition, and the
family members' views regarding their achievements and failures (Dobrescu, 2013, Okonkowo,
2013, Emam & Abu-serei, 2014).
According to Gesinde (2011), studies have repeatedly shown that teenagers' low
self-esteem is a result of their parents' emotional maltreatment of them. Parents who are
supportive and understanding are more likely to help their kids keep high self-esteem as adults
(Niaraki & Rahimi, 2013).
Numerous research (Martinez, Garcia, & Yubero, 2007; Driscoll, 2013) have found a
connection between parenting styles and adolescents' sense of self-worth. Psychology defines
parenting styles as the typical methods parents employ in raising their children (Adimora et
al., 2015). Parenting style is the combination of techniques parents use to raise their children in
general. Among the recognized parenting techniques are the Baumrind Parenting Typology
(Baumrind, 1971), affectionate parenting (Walton, n.d.), and affectionless control (McCabe &
Shaw, 2010). The parenting paradigm that has gained the most traction is the Baumrind
typology.
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Each parent has different styles or approaches when raising their child or children. It is
common that a child’s behavior, comprehension, and logical thinking are influenced by such
parenting styles. There are 4 known parenting styles, such as the: (1) Authoritarian Parenting;
(2) Authoritative Parenting; (3) Permissive Parenting; and (4) Uninvolved Parenting
(Sanvictores and Mendez, 2022).
Under Authoritarian parenting, a standard of strict rules are set that the child has to
obey which are often not explained. The parents under this type of parenting set expectations
need to be met. When errors are made, this often leads to punishments. They often provide less
care and nurture and exclude the feelings and emotions of the child. Children who are brought
up with this parenting style are usually the most well-behaved; however, they may be
introverted, socially inept, and incapable in making their own judgment (Ahmad, Cho and
Fakhr, 2019). This parenting style often results in the child having poor self-esteem, which
further influences their ability to make decisions.
The children are guided and disciplined accordingly while still having their needs
prioritized in the Authoritative Parenting style. They are taught values and reasoning through
open and honest discussions. The parents who follow this parenting style set rules and
expectations whilst allowing the feedback and input of their child. They acknowledge that the
children’s actions have consequences which help children reflect and learn. Children brought
up by this parenting style are often confident, responsible, and independent (Ahmad et al.,
2019). They have control over their emotions and have higher self-esteem.
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The third parenting style, Permissive Parenting, focuses on taking a friendly approach,
making it seem like the parents are a friend to their children rather than a parent. Acquisition of
the child’s happiness is greatly prioritized and decision making is done by the children. Limited
rules are imposed which result in the children following unhealthy eating habits (Lopez et al.,
2018). Too much freedom in this parenting style can lead the children down the wrong path.
They may become volatile, difficult, egotistical, and incapable of self-control as a result
(Leeman et al., 2014).
The Uninvolved Parenting style focuses on being apathetic and uninterested in the
children. This may be either caused intentionally or unintentionally as they may be struggling
with other issues. The parents in this parenting style are usually indifferent to the needs of the
children. Due to this type of interaction between the parents and the children, the children
usually struggle with self-esteem issues and have difficulty building intimate connections.
Niaraki and Nahimi (2013) state that an authoritative parenting style usually
demonstrates an even approach to parenting, placing a high weight on affection and openness
and a low value on demands for maturity and discipline. It makes it possible to create a warm
and inviting atmosphere at home, which significantly enhances psychological support,
self-determination, interaction with others, intellectual ability, and independence of children
and adolescents (Garcia & Santiago, 2017).
On the other hand, the authoritarian approach is dictatorial in nature and places a great
value on rigid discipline, adult expectations, and communication. It indicates a lack of affection
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and display of care, communication between the child and the parent, and consideration for the
viewpoint of the child (Niaraki & Nahimi, 2013; Garcia & Santiago, 2017).
Few behavioral expectations are placed on the child by permissive parenting.
According to Garcia and Santiago (2017) and Deshpande and Chiabari (2013), it is indulgent,
lenient, unconventional, and highly responsive but lacks control or exigency. According to
Driscoll (2013) and Gracia & Santiago (2017), parents who are lenient are more accepting and
nurturing. However, they are also low in expectations for conformance to rules and regulations.
They frequently exhibit an excessive amount of openness and kindness, accepting and
encouraging a child's actions or choices as long as they do not result in physical injury in order
to prevent conflict (Gracia & Santiago, 2017).
Chabriya and Deshpande (2013) conducted a study on approaches to parenting and
their impact on the self-esteem of adolescents, and the results showed that there is
miscommunication between parents and teenagers as a result of the generational gap.
Teenagers with high self-esteem were thus developed by parents who demonstrated a great
amount of acceptance and understanding of their kids.
The study "An Analysis on the Relationship between Parenting Styles and Self-Esteem
of Students of University in Malaysia conducted by Hong, Husna, Long & Rahman (2015)"
examines the connection between self-esteem and parenting styles among students in an
academic staff of a Malaysian public university. According to the results of the study, there is a
strong relationship between respondents' self-esteem and their parenting practices. Permissive
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parenting was discovered to be the main parenting style that students' parents used on them.
Parenting styles that are both authoritarian and permissive contribute to students' good
self-esteem. Additionally, the study demonstrated that although students' self-esteem was
negatively impacted by authoritarian parenting, authoritative and permissive parenting styles
did.
Rahman et al. (2017) define authoritative parenting as a style in which parents exercise
authority over their children's decisions. According to Setiana and Darmayanti (2020),
authoritative parenting entails parents acting as mentors and conversing with children in order
to assist children in identifying and developing their talents and interests. This parenting
approach reflects the parents' expectations for their kids. This approach also enables and
supports children's development of broader perspectives and views (Rahman et al., 2017). The
authoritative parenting style was found to be the most preferred parenting style in 78% of their
studies, according to Okunlola et al. (2020).
The authoritarian parenting style, on the other hand, puts parental control before
children. This happens when parents have control over their children's freedom. The parents
also decide what behavior is acceptable. Inferred from this parenting approach, according to
Hesari and Hejazi (2011), is that teenagers have a tendency for depression, are rebellious, and
have low self-esteem, making it difficult for them to make decisions. An authoritarian
parenting style also has a negative effect on a child's ability to adapt and survive. A child who
has a negative perception of themselves finds it difficult to adapt and survive (Banica et al.,
2019).
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Permissive parents are kind and accepting but lack authority. According to Hesari and
Hejazi (2011), permissiveness is also regarded as an indulgent parenting approach that
empowers children by encouraging them to take initiative, take part in decision-making, and
complete their tasks. The child has complete freedom to do whatever they want, according to
Rahman et al. (2017).
Neglectful practices, on the other hand, are extremely low in both demand and
responsiveness and are also very uninvolved (Rahman et al., 2017). Teenagers from this
background frequently display behavioral issues, use drugs, engage in delinquent behavior, and
perform poorly in every aspect of life as a result of their parents' lack of involvement in their
lives (Okunlola et al., 2020).
Self Esteem
The subjective evaluation of one's own value as a person is known as self-esteem
(Donnellan, Trzesniewski, & Robins, 2011; MacDonald & Leary, 2012). William James (1890)
initially defined the concept of self-esteem as the feeling of good about oneself that arises
when people regularly achieve or surpass their major targets in life. More than a century later,
James offered a definition of self-esteem that is still applicable today. Self-esteem is described
as the subjective aspect of understanding oneself that reveals an individual's level of
self-likeness and confidence. The majority of researchers believe that self-esteem is the
evaluative element of self-awareness that influences an individual's degree of self-worth and
self-belief. Self-esteem is important since it contributes to typical human growth. According to

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Maslow's 1987 hierarchy of needs, self-esteem is rated near the top, making it one of the basic
human motivations.
According to Campbell et al. (1996), high self-esteem is stated as having a highly
positive opinion of oneself, and low self-esteem is described as having a very negative opinion
of oneself. Self-esteem is neither consistently right nor consistently wrong. Contrarily, high
levels of self-esteem may be consistent with a person's characteristics and accomplishments or
they may have little bearing on any sort of objective evaluation of the person. Since
self-esteem is more a product of perception than truth, this is crucial.
Adolescence is defined by Adeusi, Gesinde, Alao, and Adejumo (2014) as the period
between the ages of eleven and twenty-one. Adolescence is a period during which adolescents
discover a distinct sense of self and identity. A multitude of family and parental characteristics,
including an encouraging household atmosphere, their actions, words of encouragement, and
usage of praise, as well as their perspectives on their capabilities and shortcomings, had a
significant impact on their sense of self-worth. (Dobrescu, 2013, Okonkowo, 2013; Emam &
Abu-serei, 2014). Self-esteem develops in children at all phases of their growth. Consequently,
a teen's family greatly influences how valuable they believe they are (Garcia & Santiago,
2017).
As people become older, their views on their own worth change. More specifically,
self-esteem often reaches a moderate level during childhood before declining drastically with
the start of puberty, according to Robins, Trzesniewski, Tracy, Gosling, and Potter (2002). In
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the years that follow, self-esteem rises in a quadratic developmental trajectory, reaches a high
at age 60, and then drops as people become older (Erol & Orth, 2011; Orth et al., 2012)
Over time, research has shown a link between the parenting style teenagers are exposed
to and their subjective sense of self-worth. (Henz, 1999; Wolff, 2000; Martinez, Garcia, &
Yubero, 2007; Driscoll, 2013). A psychology concept known as "parenting style" refers to the
common methods parents use to raise their kids. (Adimora, Nwokenna, Omeje, and Umeano,
2015). A parent's overall parenting style explains how they raise their children.
Driscoll (2013) looked at four age groups' variety of parenting styles and their
self-esteem. The results showed that children's total self-esteem maximized at the age of 14.
This is probably because children of this age have difficulties with everything, including
connections with family and peers as well as appearance. In addition, between the ages of 18
and 23, the traditional parenting approach gives way to the permissive parenting approach.
Children from authoritative homes had better levels of self-esteem than those from
authoritarian ones in all four age groups. It has been shown that even permissive parenting
increases a child's sense of self-worth more than authoritarian parenting.
Bacus (2014) discovered that having loving and supportive parents may be a
universally important component of their psychological well-being in later life. The study's
findings also imply that inadequate parenting—that is, a lack of warmth and concern from
parents—is strongly linked to low levels of life satisfaction and self-esteem, both of which can
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have a harmful influence on psychological well-being. Children that have a particular style are
more likely to experience anxiety, despair, and low self-esteem.
Positive Effects of Parenting Styles on Self-Esteem
Pérez-Fuentes et al. (2019) found that teenagers in Spain, aged 13 to 19, who had
positive connections, effective communication with their parents, and parental support for their
independence, scored higher on the self-esteem scale. The self-esteem of adolescents whose
parents exercised control over them, however, was lower. Szkody et al. (2021) suggest that
parents can benefit their children's physical and mental health by adopting either an
authoritarian, permissive, or a combination of both parenting styles. For teenagers, it is
essential to provide them with enough autonomy, reduce parental monitoring, and be present
for them both physically and emotionally. Such parenting approaches can support their natural
development and contribute to the formation of a positive self-identity (Pinquart & Gerke,
2019).
A study by Deshpande and Chhabriya (2013) looked at the effects of various parenting
philosophies on teenagers' self-esteem. According to their research, parenting that is both
lenient and authoritative has a favorable impact on kids' and teenagers' self-esteem. Teens'
self-esteem may also be enhanced by parents' mild disciplinary measures, since they see their
parents as their guardians and advocates.
Negative Effects of Parenting Styles on Self-Esteem

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Following the completion of the Parental Authority Questionnaire by more than 1,000
Japanese participants, the parents were asked about their current mental health status (Uji,
Sakamoto, Adachi, & Kitamura, 2014). The results of the study (Uji et al., 2014) showed that
participants with authoritative parents reported better mental health than those with
authoritarian parents.
Punishment is the immediate result of breaking any rules or following your parents'
instructions. When authoritarian parents slap their children, they usually justify it by saying
that it's "just because they said so". Diana Baumrind discovered that kids from these strict
households are frequently more agitated, cautious, and susceptible to stress and depression.
(Jadon and Tripathi, 2017).
According to Jadon and Tripathi (2017), a wide range of studies have proven that
authoritarian parenting consistently has an unfavorable effect on self-esteem; it erodes teenage
self-confidence and heightens insecurity. A child's development is stunted, their creativity is
prevented from growing, they become shy and uncomfortable in public, and they become
apathetic due to the terror caused by this parenting.
Neglectful or disengaged parenting has a low level of openness and strictness. Parents
hardly ever keep an eye on their children or enforce restrictions. Adolescents with such
backgrounds often display a range of externalizing behaviors, such as drug use, criminality,
and other actions (Hoeve et al., 2009). People with authoritarian and negligent parenting styles
exhibited low self-esteem, according to a 2020 study by Okunlola et al. The discovery that the
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teens with the lowest self-esteem were those whose parents were uncaring is in line with
previous studies, especially those conducted by Darling (1999), Maccoby & Martin (1983), and
Baumrind (1991, 1996). According to these professionals, parents who are negligent are not
imposing, are very apathetic, and are not involved in their children's lives. They raise teenagers
that are typically dissatisfied in every way because they lack a sense of attachment to their kids
(Niaraki & Rahimi, 2013).
Theoretical Framework
Maslow's hierarchy of needs, a concept from psychology, is predicated on a five-tier
structure of psychological requirements that is sometimes represented as sections within a
hierarchical structure. Prior to attending to requirements at the top of the hierarchy, people
must first satisfy needs lower down. The needs are as follows, progressing up the hierarchy
starting at the bottom: physiological functioning, security, affection and acceptance, esteem,
and self-actualization (McLeod, 2018). Abraham Maslow developed the Hierarchy of Needs
which conveys the need for esteem. According to Maslow's five-tiered model of human
motivation, the fourth layer, or esteem, is related to the other levels of our necessity.
Self-esteem requirements involve trust in themselves, resiliency, self-assurance, relational and
personal understanding. and respect from others. Meeting these requirements is thought to be
one of the crucial steps on the path to personal development or self-satisfaction.
Human behavior is driven by needs, and one of those needs is the necessity for a feeling
of one's own importance, worth, or self-esteem (Interaction Design Foundation, 2021). The
drive for importance and acceptance from others is the underlying basis of self-esteem.
Regardless of the magnitude of our social community, we have an established need for
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recognition and appreciation from other members of our society. Perhaps this is more apparent
within the groups we are a part of than those not within them. Low self-esteem and a feeling of
inadequacy might result from a failure to get affirmation and satisfaction.
The majority of individuals consider Diana Baumrind to be an expert in the study of
parenting styles. In order to provide an explanation for the differences in common parenting
approaches, she established a typology that included three parenting styles: authoritarian,
authoritative, and permissive. According to her, permissive parents are more lenient and give
their kids more freedom than authoritarian parents, who attempt to mold, control, and judge
their kids' behavior according to an unbending set of rules. An authoritative parenting
approach, in her perspective, lies in the middle of the two extremes mentioned above. In the
1980s, Maccoby and Martin made an endeavor to connect parenting dimensions and
Baumrind's typology. Based on the synthesis of two dimensions which are demandingness and
responsiveness, they defined four parenting approaches: high demands and high responses are
associated with authoritative parenting, high demands and low responses are associated with
authoritarian parenting, low demands and high responses are associated with permissive
parenting, low demands and low responses are associated with neglectful parenting (Kuppens.
2018).
Based on Maccoby and Martin's findings, Baumrind expanded her typology to include
a fourth parenting type: the "neglectful" parenting style. According to Diana Baumrind's Pillar
Theory, an individual's conduct as they mature and socialize with other people is correlated
25
with the parenting style used. The notion of parenting styles as a significant factor in
developing children has persisted over time.
Summary
Adolescent development and wellbeing are greatly impacted by parenting styles.
Baumrind's typology of parenting styles, including authoritarian, authoritative, and permissive,
has served as a foundation for understanding parental behaviors. The authoritative parenting
style, defined by warmth, communication, and realistic anticipations, has continuously been
linked to positive outcomes for children, such as self-reliance, independence, social and
intellectual skills, and psychological support. In contrast, the authoritarian style, which
emphasizes strict discipline and control, tends to result in lower self-esteem, limited
decision-making abilities, and difficulties in building intimate connections. Permissive
parenting, with its lack of rules and boundaries, can lead to impulsive behavior, selfishness,
and poor self-regulation. Neglectful parenting, characterized by apathy and disengagement,
often results in low self-esteem and behavioral problems in teenagers.
Studies have consistently shown that parenting styles are linked to teenagers'
self-esteem and overall well-being. Parents who demonstrate acceptance, understanding, and
emotional support tend to raise teenagers with higher self-esteem. Additionally, research has
indicated that the most popular and successful parenting approach for fostering excellent
adolescent outcomes is the authoritative style.

26
Positive parenting styles, characterized by positive connections, effective
communication, and parental support for independence, have been consistently linked to bigger
levels of self-esteem in adolescents. Studies conducted in Spain (Pérez-Fuentes et al., 2019)
and India (Deshpande & Chhabriya, 2013) found that supportive and accepting parenting
behaviors were linked to higher self-esteem in teenagers. Providing autonomy, reducing
parental monitoring, and being emotionally present were also identified as important factors
contributing to positive self-identity formation (Szkody et al., 2021).
On the other hand, negative parenting styles, such as authoritarian parenting, have been
found to have a negative impact on teens' self-esteem. Research conducted in Japan (Uji et al.,
2014) revealed that those whose parents were authoritarians reported having worse mental
health outcomes compared to those whose parents are authoritatives. Punitive disciplinary
measures, such as corporal punishment, often associated with authoritarian parenting, can lead
to moodiness, stress, insecurity, and reduced self-confidence in teenagers (Jadon & Tripathi,
2017).
These findings emphasize the importance of understanding the effect of parenting styles
on the self-esteem of adolescents. Parents who adopt positive parenting approaches
characterized by support, acceptance, effective communication, and appropriate disciplinary
actions tend to foster higher levels of self-esteem in their teenagers. Conversely, authoritarian
parenting styles, marked by strict control, punishment, and lack of emotional support, can have
negative consequences for teenagers' self-esteem and mental well-being.

27
CHAPTER 3
RESEARCH METHODOLOGY
The significant method and methodology used in this study will be defined in this
chapter. It outlines the population, sample, and sample technique of the chosen respondents of
this research study. The appropriate data gathering procedure and statistical processing of the
data that will be collected will be discussed.
3.1 - Research Methodology
The survey methodology is a form of research methodology which aims to gather
information from a sample of individuals or groups about a particular topic or set of questions.
It is defined as the collection of information from a sample of individuals through their
responses to questions (Check and Schutt, 2012). It allows a range of opportunities to deal with
the collection and instrumentation of data. It may employ various strategies to acquire the
significant data needed to answer the objectives of this study.

28
The Rosenberg Self-Esteem scale is a 10-item Likert scale which was developed to
measure the self-esteem of high school students (Rosenberg, 1979). It contains questions that
assess both the positive and negative feelings about the self.
The proposed methodology demonstrates its suitability for implementation in this study,
as it enables the researchers to acquire precise data, especially in the context of the study's
inclusion of numerous participants. The Rosenberg Self-Esteem scale questions used supports
the scope of this study as it includes both the positive and negative questions about self-esteem.
It ensures that the collected data is structured, relevant, and aligned with the study's research
goals.
3.2 - Population and Sample
The respondents of this study are composed of five sections and two grade levels in
Second Philippine International School. The five populations selected in this study are
currently enrolled as Senior High School students in both the STEM and GAS strands. The
sample for each population was analyzed using the Slovin’s Formula with a 0.05% margin of
error and a 95% confidence level.
The systematic sampling technique was used to identify who among the population will
be chosen to participate in the study. The participants in the two sections, namely the Grade 11
Carnelian and Grade 12 Garnet, were selected based on an interval of one (1). A total of one
hundred and twenty-six (126) students were selected to be the participants of this study.
29
Table 1
Population and Sample
Grade Level and Section No. of Students Sample
11 - Carnelian 54 48
11 - Malachite 6 6
12 - Garnet 29 27
12 - Amber 25 25
12 - Amethyst 20 20
TOTAL 134 126
3.3 - Data Collection Methods
A survey questionnaire was employed as the research instrument in this research to
collect and acquire data. The survey items included closed-ended questions. The demographics
of the respondents were analyzed by the study instrument, which asked for their names, grade,
and section. Using Baumrind's typology of parenting styles, which defined four categories of
parenting styles: Authoritative, Authoritarian, Permissive, and Neglectful, each respondent
ticked the checkbox of the parenting style that corresponded to their parents. The Rosenberg
Self-Esteem Scale, a widely used survey instrument for evaluating self-esteem and a
quantitative research variable, was utilized to generate the following components of the
research instrument. The scale is made up of ten statements, each having a four-point scale
ranging from strongly agree to strongly disagree. This method assures that participants are
30
treated ethically and presents a systematic approach to assessing and reporting the acquired
data.
3.4 - Issues of Validity and Reliability
In terms of validity, the researchers have ensured that the research instruments have
been structured to effectively measure the self-esteem and parenting styles of the respondents.
We have employed a survey questionnaire consisting of carefully-crafted questions based on
two well-established tools. For parenting styles, the researchers have utilized the four parenting
philosophies distinguished by Baumrind's Typology: permissive, authoritarian, authoritarian,
and neglectful. For the measure of self-esteem, the researchers have made use of the Rosenberg
Self-Esteem Scale. One instrument for assessing general self-esteem is the Rosenberg
Self-Esteem Scale. Psychologists and sociologists frequently use this tool. Furthermore, the
tool is crucial to social science research's self-esteem measurements and is mostly utilized with
adolescents. The Rosenberg Self-Esteem Scale yielded high reliability ratings: the minimal
Coefficient of Reproducibility was at least 0.90, and internal consistency was 0.77 (M.
Rosenberg. 1965). Alpha coefficients for a range of independent studies were found to be
fairly high, ranging from 0.72 to 0.87. By using Slovin's Formula to determine the necessary
sample size based on the population size and desired confidence level, we were able to ensure
that our study accurately reflected the larger population. This process enhances the external
validity of our findings through improving the generalizability of our findings beyond the
particular study group. The reliability of our research is supported by the two instruments we
used, which have an established history of measuring parenting styles and self-esteem in a
31
variety of studies. The consistency of our study's findings was strengthened by the application
of these approved indicators.
3.5 - Data Gathering Procedure
The researchers used a questionnaire as the data collection tool in this study. The
questionnaire is separated into three parts, the consent form to be signed by the participants,
the profile of the participants, and the questions in relation to the parenting styles and self
esteem of the respondents. Two letters were produced addressing the following concerns: (1)
to obtain data in regards to the names of the students under each section; and (2) to acquire
permission to disseminate the formulated questionnaire in the school, Second Philippine
International School.
To complete this study, the researchers secured the permission of the Principal and
Officer of Internal Affairs, Mr. Arestio B. Gremio, the Senior High School Coordinator, Ms.
Rosell P. Cuyo, and the School Registrar, Ms. Bainesa S. Kempa, keep the list of names of the
students in each section and distribute the questionnaires in their school, Second Philippine
International School. The questionnaires prepared were disseminated face-to-face. Each of the
data was collected and encoded individually in preparation for the analysis of data.
3.6 - Data Analysis
In order to obtain proper interpretation of the data collected, this study employed the
appropriate data analysis techniques. The researchers utilized the following statistical tools:
simple percentage, weighted mean, and the Rosenberg scale.

32
Research Questions 1 and 2. In identifying which of the four parenting styles is widely
used by the parents of the Senior High School students in Second Philippine International
School, the Simple Percentage Formula was applied.
SIMPLE PERCENTAGE FORMULA:
Where
part = the frequency count of each item
whole = total number of respondents
Research Questions 3 and 4. To determine which of the parenting styles pose a
positive or negative effect on the Self-Esteem of the Senior High School students in Second
Philippine International School, the Weighted Mean Formula and Rosenberg Self-Esteem Scale
Questions were used.
WEIGHTED MEAN FORMULA:
Where
Σ = the sum or summation
w = the weights
33
x = the frequency count of each question
The mean computed will determine the parenting style most associated with a positive or
negative effect. The level of agreement and its descriptive equivalent will be as follows:
For positively phrased questions:
1 - Strongly Disagree - The respondent does not highly support or relate to the given question.
2 - Disagree - The respondent does not support or relate to the given question.
3 - Agree - The respondent supports or relates to the given question.
4 - Strongly Agree - The respondent fully supports or relates to the given question.
For negatively phrased questions:
1 - Strongly Agree - The respondent fully supports or relates to the given question.
2 - Agree - The respondent supports or relates to the given question.
3 - Disagree - The respondent does not support or relate to the given question.
4 - Strongly Disagree - The respondent does not highly support or relate to the given question.
The descriptive levels will be rated with their corresponding mean:
For positively phrased questions:
1.00 - 1.75 - Strongly Disagree
1.76 - 2.50 - Disagree
2.51 - 3.25 - Agree
3.26 - 4.00 - Strongly Agree
For negatively phrased questions:

34
1.00 - 1.75 - Strongly Agree
1.76 - 2.50 - Agree
2.51 - 3.25 - Disagree
3.26 - 4.00 - Strongly Disagree
Research Question 5. The Rosenberg Self-Esteem Scale (RSE) and Simple Percentage
were employed to determine which among the parenting styles lead to High or Low
Self-Esteem.
The RSE scale ranges from 10-40, with 40 indicating the highest score possible. The four (4)
levels of agreement are scored as follows:
Responses that indicate positive feelings which are from items 1, 3, 4, 7, and 10 are scored as:
1 - Strongly Disagree
2 - Disagree
3 - Agree
4 - Strongly Agree
Responses that indicate negative feelings which are from items 2, 5, 6, 8, and 9 are scored as:
1 - Strongly Agree
2 - Agree
3 - Disagree
4 - Strongly Disagree
3.7 - Ethical Issues

35
The researchers do so with a clear awareness of the need of respecting moral principles
and ensuring the safety and welfare of all participants. The ethical issues raised during the
course of the study process are succinctly summarized in this statement. The researchers
closely followed the informed consent principle when they recruited participants and collected
data. Before participating, participants received thorough and frank information about the
goals, procedures, possible dangers, and advantages of the study. They were given the chance
to voluntarily consent to participate and ask questions in order to obtain an explanation.
Participants received clear information about their freedom to leave the study at any time
without incurring any fees. Anonymity and confidentiality were guaranteed, and precautions
were taken to protect participant privacy. All participant privacy and confidentiality were
guaranteed, and study data was handled with the highest confidentiality. The identities of the
participants were anonymised and safely preserved, so there was no way to connect their
answers or contributions to their real names.
CHAPTER IV
PRESENTATIONS, ANALYSES, AND
INTERPRETATION OF DATA AND FINDINGS
Presented in this chapter are the data collected, analyzed and interpreted. The
presentations, analyses, and interpretation of data and findings were discussed in the
succeeding tables and graphs.
4.1 - Profile of the Respondents
The profile of the Senior High School Students of Second Philippine International
School was described in terms of age, grade and section, and gender.
36
The profile of the Senior High School Students of Second Philippine International
School under this study were shown in the succeeding graphs.
Demographic of the Senior High School Students of
n=126
Age
Fig. 1 Age of Respondents
In Figure 1, it is shown that 39 or 31% of the Senior High School Students are aged 16, 59 or
46.8% are aged 17, 24 or 19% are aged 18 and 3 or 2.4% are aged 19. This demonstrates that
the majority of our respondents are 17 years old, followed by those who are 16 years old; the
least respondents we have is 19 years old.
Gender
Fig. 2 Gender of Respondents

37
Figure 2 shows that there are 64 female respondents (50.8%) and 62 male respondents (49.2%).
Therefore, there are more female respondents than male respondents in our research study.
Grade and Section
According to Figure 3, there are 48 or 38.1% respondents in Grade 11 Carnelian (STEM), 6 or
4.8% in Grade 11 Malachite (GAS), 20 or 15.9% in Grade 12 Amethyst (GAS), 25 or 19.8% in
Grade 12 Amber (STEM), and 27 or 21.4% in Grade 12 Garnet (STEM). This indicates that the
majority of our respondents belong to Grade 11 Carnelian (STEM).
4.2 - Research Questions
Research Question 1 : What are the different parenting styles?
Simple percentage will be applied to assess the answer of research questions 1 and 2.
Parenting Styles
38
The four parenting styles used, as observed in Figure 4, were based on the Baumrind
typology developed by Diana Baumrind, Eleanor Maccoby, and John Martin. As seen in Figure
4, each parenting style was selected in which there are 4 students under the Neglectful
parenting, 11 students under the Authoritarian parenting style, 35 under the Permissive
parenting style, and 76 under the Authoritative parenting style. Hence, all four parenting styles
are present among the Senior High School Students in Second Philippine International School.
Research Question 2 : What is the most practiced parenting style by the parents of Senior High
School Students in Second Philippine International School?

39
Figure 4 presents the four parenting styles with their corresponding frequency counts
percentages. 35 respondents observe that their parents use the Permissive parenting style which
also indicates that the parents of 27.8% of 126 respondents prioritize effective communication,
freedom, and being more responsive than demanding. 11 respondents selected the
Authoritarian parenting style which is 8.7% of 126 respondents and imply that their parents
adopt a strict and controlling approach, prioritizing obedience, high standards as well as
enforcing rules. The Authoritative parenting style proves to be widely used among the parents
of the Senior High School students of Second Philippine International School as 76
respondents, 60.3% of 126 respondents, selected it. This suggests that the majority of the
parents embrace the democratic approach, keeping an open mind to their children’s opinions
whilst maintaining high standards. On the other hand, the least used parenting style among the
parents of the Senior High School students of Second Philippine International School is the
Neglectful parenting style with 4 respondents which is 3.2% of 126 respondents. This signifies
that a small number of parents are unresponsive to their children’s needs and are inconsistent
with affection and discipline.
Research Question 3 : Do the different parenting styles pose a positive effect on the self-esteem
of the Senior High School Students of Second Philippine International School?
Positive phrased responses which are numbers 1, 3, 4, 7, and 10 are scored as:
Strongly Agree = 4 Agree = 3 Disagree = 2 Strongly Disagree = 1
Table 1
40
Authoritarian
4 3 2 1 WM DE
SA A D SD
On the whole, I am satisfied with myself. 1 3 6 1 2.36 D
(4) (9) (12) (1)
I feel that I have a number of good qualities. 1 7 3 0 2.82 A
(4) (21) (6) (0)
I am able to do things as well as most other people. 0 6 5 0 2.55 A
(0) (18) (10) (0)
I feel that I am a person of worth, at least on an 2 7 2 0 3.00 A
equal plane with others. (8) (21) (4) (0)
I take a positive attitude towards myself. 2 3 6 0 2.64 A
(8) (9) (12) (0)
Weighted Mean = 2.67 Agree
Note: Highest frequencies are in boldface; DE=Descriptive Equivalent WM=Weighted Mean
Legend: 1.00 - 1.75 Strongly Disagree; 1.76 - 2.50 Disagree; 2.51 - 3.25 Agree; 3.26 - 4.00 Strongly Agree
Question 1
On the statement ‘On the whole, I am satisfied with myself’, 1 respondent answered
‘Strongly Agree’ which signifies that under the Authoritarian parenting style, a single student
41
feels entirely content with themself. 3 respondents answered ‘Agree’ which indicates that they
somewhat feel partially pleased with their current overall wellbeing. On the other hand, 1
respondent selected ‘Strongly Disagree’ which indicates that the Authoritarian parenting style
significantly does not make them feel positive about their welfare. The majority of the
respondents, 6 students. selected ‘Disagree’, which implies that a number of students do not
appreciate their qualities and generally feel pleasant about themselves. With a Weighted Mean
of 2.36 and an overall Descriptive Equivalent of ‘Disagree’, the students under the
Authoritarian Parenting Style are generally uncomfortable with themselves, feeling dissatisfied
with who they are.
Question 3
On the statement ‘I feel that I have a number of good qualities.’, 1 respondent
answered ‘Strongly Agree’, which indicates that they strongly feel positive about themself as
they believe that they have a number of aspects that are positive and beneficial. 3 respondents
however, answered ‘Disagree’ which signifies that a small number of students do not recognize
their beneficial aspects or traits. None of the respondents answered ‘Strongly Disagree’ which
suggests that none of the students under the Authoritarian Parenting Style strongly feel that
they do not have any good qualities as a person. Lastly, the majority of the respondents, 7
students, answered ‘Agree’ which means that they generally recognize the qualities that benefit
their overall character. With a Weighted Mean of 2.82 and a Descriptive Equivalent of ‘Agree’,
the students under the Authoritarian Parenting Style appreciate and recognize their positive
attributes and qualities.

42
Question 4
On the statement ‘I am able to do things as well as most other people.’, none of the
respondents answered ‘Strongly Agree’ and ‘Strongly Disagree’, which may indicate that none
of the students are confident in their ability to do things as effectively as others. 5 respondents
answered ‘Disagree’, which implies that only a number of the respondents fail to acknowledge
their skills in performing tasks as competently as others. Lastly, 6 students selected ‘Agree’
which suggests that they believe that they are somewhat confident in their skills and capability
to accomplish tasks as well as others. With a Weighted Mean of 2.55 and a Descriptive
Equivalent of ‘Agree’, the students under the Authoritarian Parenting Style find themselves
certain that they are on the same skill level as others when performing tasks.
Question 7
On the statement ‘I feel that I am a person of worth, at least on an equal plane with
others.’, 2 respondents selected ‘Strongly Agree’, which indicates that they have a sense of
self-worth at the same level as their peers. On the other hand, 2 respondents also selected
‘Disagree’ which may suggest that they do not acknowledge their value or self-worth as the
others. None of the respondents answered ‘Strongly Disagree’ which may imply that none of
the students contain strong belief that they lack value or self-worth. Lastly, most of the
respondents, 7 students, answered ‘Agree’ which implies that the majority feel a sense of
worthiness on the same level as others. With a Weighted Mean of 3.00 and a Descriptive
Equivalent of ‘Agree’, the students under the Authoritarian Parenting Style hold belief that
they are of the same and equal value as those around them.
43
Question 10
On the statement ‘I take a positive attitude towards myself’, 2 respondents answered
‘Strongly Agree’ which signifies that only a number of students highly maintain a positive
outlook on their overall welfare. 3 respondents answered ‘Agree’ which may indicate that a
few students develop a positive perspective on their attitude towards themselves. On the other
hand, none of the respondents selected ‘Strongly Disagree’ which may suggest that none of the
students pose a highly negative mindset towards their attitude and themselves. Meanwhile,
most of the students, 6 respondents, chose ‘Disagree’ which means that they do not actively
engage in a positive attitude towards themselves. Furthermore, with a Weighted Mean of 2.64
and a Descriptive Equivalent of ‘Agree’, the students under the Authoritarian Parenting Style
find themselves consistently engaging themselves into having a positive outlook on their
attitude.
The Average Weighted Mean of Table 1 is 2.67 and its Descriptive Equivalent is
‘Agree’. This implies that the Authoritarian Parenting Style somewhat has a positive effect on
the self-esteem of Senior High School students of Second Philippine International School.
Table 2
Authoritative
4 3 2 1 WM DE
SA A D SD
44
On the whole, I am satisfied with myself. 10 49 15 2 2.88 A
(40) (147) (30) (2)
(44) (159) (24) (0)
(44) (141) (32) (2)
(76) (117) (32) (2)
Question 1
On the statement ‘On the whole, I am satisfied with myself’, 10 respondents
answered ‘Strongly Agree’ which implies that under the Authoritative parenting style, a
number of students feel overall satisfaction with their current well being. 15 respondents
selected 'Disagree', which may suggest that a handful of students practice a negative outlook on
their overall self. 2 students selected ‘Strongly Disagree’, which implies that a small
percentage of the students fail to recognize and value themselves, thus harboring a negative
viewpoint. The majority of the respondents, 49 students answered ‘Agree’ which indicates that
45
they experience a somewhat partial satisfaction with their general self. With a Weighted Mean
of 2.88 and an overall Descriptive Equivalent of Agree, the students under the Authoritative
Parenting Style feel a degree of content and satisfaction with their present state.
Question 3
On the statement ‘I feel that I have a number of good qualities.’, 11 respondents
answered ‘Strongly Agree’, which signifies that they highly believe that they possess several
positive qualities. 12 respondents however, answered ‘Disagree’ which signifies that still, a
number of students fail to recognize their positive qualities. None of the respondents answered
‘Strongly Disagree’ which suggests that none of the students under the Authoritative Parenting
Style strongly believe that they do not have any positive and beneficial attributes. Lastly, the
majority of the respondents, 53 students, answered ‘Agree’ which means that they generally
acknowledge their own areas of strengths and various positive aspects. With a Weighted Mean
of 2.99 and a Descriptive Equivalent of ‘Agree’, the students under the Authoritative Parenting
Style consider themselves to be in possession of a multitude of positive attributes.
Question 4
On the statement ‘I am able to do things as well as most other people.’, 11
respondents answered ‘Strongly Agree’, which suggests that these students strongly believe
that their skills and capabilities are of the same level as others. 16 respondents answered
‘Disagree’, which indicates that several students find themselves uncertain in their abilities. 2
students answered ‘Strongly Disagree’ which implies that only a few students under the
Authoritative Parenting style do not feel confident in their level of skill. Lastly, 47 students
46
selected ‘Agree’ which suggests that they are certain in performing tasks as well as others.
With a Weighted Mean of 2.88 and a Descriptive Equivalent of ‘Agree’, the students under the
Authoritative Parenting Style find themselves assured in the level of their capabilities when
handling various activities.
Question 7
On the statement ‘I feel that I am a person of worth, at least on an equal plane with
others.’, 8 respondents selected ‘Strongly Agree’, which implies that some of the students find
themselves worthy and of great value. 11 respondents also selected ‘Disagree’, which indicates
that more students feel lacking and believe themselves to be of lesser worth than others. None
of the respondents answered ‘Strongly Disagree’ which may suggest that at some degree, all of
the respondents do not highly feel worthless. Lastly, most of the respondents, 57 students,
answered ‘Agree’ which signifies that majority of the respondents deem themselves worthy
and of equal value to others. With a Weighted Mean of 2.96 and a Descriptive Equivalent of
‘Agree’, the students under the Authoritative Parenting Style recognize their worth and value
and view themselves as of equal footing with others.
Question 10
On the statement ‘I take a positive attitude towards myself’, 19 respondents
answered ‘Strongly Agree’ which indicates that these students adopt a positive perspective
towards themselves. 16 respondents chose ‘Disagree’ which means that an amount of students
don’t foster a positive attitude towards their well-being. On the other hand, 2 respondents
selected ‘Strongly Disagree’ which may imply that a few students embrace a negative view of
47
themselves. Majority of the respondents , 39 students, answered ‘Agree’ which may suggest
that most of the students cultivate a positive outlook and viewpoint of themselves. Moreover,
with a Weighted Mean of 2.99 and a Descriptive Equivalent of ‘Agree’, the students under the
Authoritative Parenting style view themselves positively and focus on embracing their positive
aspects and maintaining a positive perspective.
‘Agree’. This indicates that the Authoritative Parenting Style somewhat has a positive effect
on the self-esteem of Senior High School students of Second Philippine International School.
Table 3
Permissive
4 3 2 1 WM DE
SA A D SD
(24) (66) (12) (1)
(20) (66) (16) (0)

48
(32) (69) (8) (0)
(44) (51) (14) (0)
Question 1
On the statement “On the whole, I am satisfied with myself”, 6 respondents answered
‘Strongly Agree’ which means they feel content, confident, and generally positive about who
they are as individuals. 22 respondents answered ‘Agree’, indicating that they feel satisfied
with who they are, believe they have overcome or adapted to any potential drawbacks of the
parenting style, and have a positive self-perception. 6 respondents answered ‘Disagree’,
suggesting that they harbor some reservations or dissatisfaction with themselves due to their
parents' permissive parenting style. Lastly, only 1 respondent answered ‘Strongly Disagree’.
The respondent believes that their parents' parenting approach has significantly impacted their
self-perception in a negative way. With a Weighted Mean of 2.94 and an overall Descriptive
49
Equivalent of ‘Agree’, the students under the Permissive Parenting Style are generally
comfortable with themselves, feeling satisfied with who they are.
Question 3
On the statement “I feel that I have a number of good qualities”, 5 respondents
answered ‘Strongly Agree’. This response indicates that they have a strong sense of
self-awareness, self-confidence, and self-esteem. 22 respondents answered ‘Agree’. This
response indicates that the respondents hold a positive view of themselves and believe they
possess a number of good qualities. 8 respondents answered ‘Disagree’. It suggests that they
have some reservations or doubts about their own good qualities due to their parents'
permissive parenting style. None of the respondents answered ‘Strongly Disagree’. This may
indicate that none of the respondents have a negative self-perception or self-doubt of
themselves. With a Weighted Mean of 2.91 and a Descriptive Equivalent of ‘Agree’, the
students under the Permissive Parenting Style appreciate and recognize their positive attributes
and qualities.
Question 4
On the statement “I am able to do things as well as most other people”, 8
respondents answered ‘Strongly Agree’. This response indicates that they have a high level of
confidence in their abilities, feel competent, and perceive themselves as being on par with
others in terms of their skills and achievements. 23 respondents answered ‘Agree’. This
response indicates that the respondents feel competent and have confidence in their skills and
abilities. 4 respondents answered ‘Disagree’. It suggests that they have reservations or doubts
50
about their ability to perform as well as most other people, given their parents' permissive
parenting style. None of the respondents answered ‘Strongly Disagree’. This may indicate that
none of the respondents have a perception of being less competent compared to others. With a
Weighted Mean of 3.11 and a Descriptive Equivalent of ‘Agree’, the students under the
Permissive Parenting Style find themselves certain that they are on the same skill level as
others when performing tasks.
Question 7
On the statement “I feel that I am a person of worth, at least on an equal plane with
others”, 5 respondents answered ‘Strongly Agree’. This response indicates that they recognize
their own inherent worth and believe that they are as deserving of respect and consideration as
anyone else, regardless of their upbringing. 25 respondents answered ‘Agree’ which indicates
that they have a healthy sense of self-worth. 6 respondents answered ‘Disagree’. This response
indicates that they may struggle with self-doubt or feelings of inadequacy. None of the
respondents answered ‘Strongly Disagree’. This may indicate that none of the respondents
have high feelings of inferiority or a lack of self-value. With a Weighted Mean of 2.97 and a
Descriptive Equivalent of ‘Agree’, the students under the Permissive Parenting Style hold
belief that they are of the same and equal value as those around them.
Question 9
On the statement “I take a positive attitude towards myself”, 11 respondents
answered ‘Strongly Agree’. This response indicates that the respondents view themselves in a
positive light and have a generally optimistic mindset when it comes to their own abilities,
51
qualities, and overall self-perception. 17 respondents answered ‘Agree’. This response
indicates that they may have developed resilience which has contributed to their positive
self-attitude. 7 respondents answered ‘Disagree’. This response indicates that they may feel
that their upbringing has influenced their self-attitude, perceiving themselves in a less positive
light compared to others. None of the respondents answered ‘Strongly Disagree’. This may
indicate that none of the respondents have any strong negative outlook on themselves. With a
Weighted Mean of 3.11 and a Descriptive Equivalent of ‘Agree’, the students under the
Permissive Parenting Style find themselves consistently engaging into having a positive
outlook towards their own selves.
‘Agree’. This indicates that the Permissive Parenting Style somewhat has a positive effect on
Table 4
Neglectful
4 3 2 1 WM DE
SA A D SD

52
(0) (9) (2) (0)
(0) (12) (0) (0)
(4) (6) (2) (0)
I feel that I am a person of worth, at least on an 2 2 0 0 3.50 SA
(4) (3) (4) (0)
Question 1
On the statement “On the whole, I am satisfied with myself”, 3 respondents answered
‘Agree’. This response indicates that the respondents have a healthy self-image and generally
feel content with their identity and personal qualities. 1 respondent answered ‘Disagree’. It
indicates that they have reservations or doubts about being satisfied with themselves due to the
impact of a neglectful parenting style. None of the respondents answered ‘Strongly Agree’ and
‘Strongly Disagree’. This may indicate that none of the respondents are entirely comfortable
53
with who they are nor highly dissatisfied with their identity and sense of self . With a Weighted
Mean of 2.75 and Descriptive Equivalent of ‘Agree’, the students under the Neglectful
Parenting Style are generally comfortable with themselves and feeling satisfied with who they
are.
Question 3
On the statement “I feel that I have a number of good qualities”, all 4 respondents
answered ‘Agree’ which means that they have a healthy self-image and recognize their own
positive attributes. None of the respondents answered ‘Strongly Agree’, ‘Disagree’, and
‘Strongly Disagree’. This may indicate that none of the respondents have a great confidence
nor challenges related to their self-image and qualities. With a Weighted Mean of 3.00 and a
Descriptive Equivalent of ‘Agree’, the students under the Neglectful Parenting Style appreciate
and recognize their positive attributes and qualities.
Question 4
On the statement “I am able to do things as well as most other people”, 1 respondent
answered ‘Strongly Agree’. This response indicates that they perceive themselves as competent
individuals and have a strong belief in their own abilities to accomplish tasks and achieve
goals, regardless of their upbringing. 2 respondents answered ‘Agree’. This response suggests
that the respondents hold a positive view of their own abilities and perceive that they can do
things as well as most other people, despite experiencing a neglectful parenting style. 1
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respondent answered ‘Disagree’. This response indicates that they may struggle with self-doubt
or feel that their upbringing has affected their self-perception and confidence in their own
abilities. None of the respondents answered ‘Strongly Disagree’. This may indicate that none
of the respondents struggle seeing themselves as fully incompetent and incapable individuals.
Neglectful Parenting Style find themselves certain that they are on the same skill level as
others when performing tasks.
Question 7
On the statement “I feel that I am a person of worth, at least on an equal plane with
others”, 2 respondents answered ‘Strongly Agree’. This response indicates that the
respondents strongly believe they are a person of worth, at least on an equal plane with others,
even in the face of a neglectful parenting style. 2 respondents answered ‘Agree’. This response
suggests that the respondents have a healthy self-esteem and feel that they deserve to be treated
with dignity and fairness. None of the respondents answered ‘Disagree’ and ‘Strongly
Disagree’. This may indicate that none of the respondents struggle to see themselves as not
deserving of equal treatment and respect. With a Weighted Mean of 3.50 and a Descriptive
Equivalent of ‘Strongly Agree’, the students under the Neglectful Parenting Style hold a strong
belief that they are of the same and equal value as those around them.
Question 9
On the statement “I take a positive attitude towards myself”, 1 respondent answered
‘Strongly Agree’. This response indicates that they possess a high level of self-positivity,
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self-acceptance, and self-confidence. 1 respondent answered ‘Agree’. This response suggests
that the respondent has a healthy self-image and generally maintains an optimistic perspective
on their own worth and capabilities. 2 respondents answered ‘Disagree’. This response
indicates that they may struggle with self-doubt or feel that their upbringing has affected their
self-perception and attitude. None of the respondents answered ‘Strongly Disagree’. This may
indicate that none of the respondents struggle to experience self-criticism or self-deprecation.
Neglectful Parenting Style find themselves consistently engaging themselves into having a
positive outlook on their attitude.
‘Agree’. This indicates that the Neglectful Parenting Style somewhat has a positive effect on
Research Question 4: Do the different parenting styles pose a negative effect on the self-esteem
of the Senior High School Students of Second Philippine International School?
Negative phrased responses which are numbers 2, 5, 6, 8, and 9 are scored as:
Table 5
Authoritarian
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1 2 3 4 WM DE
SA A D SD
At times, I think I am no good at all. 5 6 0 0 1.55 SA
(5) (12) (0) (0)
I feel I do not have much to be proud of. 2 6 3 0 2.09 A
(2) (12) (9) (0)
I certainly feel useless at times. 4 4 3 0 1.91 A
(4) (8) (9) (0)
I wish I could have more respect for myself. 4 5 2 0 1.82 A
(4) (10) (6) (0)
All in all, I am inclined to feel that I am a failure. 0 5 5 1 2.64 D
(0) (10) (15) (4)
Legend: 1.00 - 1.75 Strongly Agree; 1.76 - 2.50 Agree; 2.51 - 3.25 Disagree; 3.26 - 4.00 Strongly Disagree
Question 2
On the statement “At times, I think I am no good at all”, 5 respondents answered
‘Strongly Agree’, which may indicate that the Authoritarian parenting style has led them to feel
inadequate and incapable. 6 respondents answered ‘Agree’, which suggests that the
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respondents acknowledge that their parents' authoritarian parenting style has contributed to
their occasional feelings of incompetence or inadequacy. None of the respondents answered
‘Disagree’ and ‘Strongly Disagree’, which may indicate that none of them feels confident in
their ability and believe that they are capable individuals due to their parents' strictness. With a
Weighted mean of 1.55 and a Descriptive Equivalent of ‘Strongly Agree’, the students under
the Authoritarian Parenting Style doubt themselves to have desirable qualities.
Question 5
On the statement “I feel I do not have much to be proud of”, 2 respondents answered
‘Strongly Agree’. This response suggests that the respondents’ strict parents hindered their
sense of accomplishment and self-worth. 6 respondents answered ‘Agree’, which indicates that
the respondents acknowledge that their parents' authoritarian parenting style has influenced
their perception of having limited things to be proud of. 3 respondents answered ‘Disagree’,
which indicates that the respondents feel content and satisfied with their accomplishments and
believe that their parents' strictness has not hindered their self-worth. None of the respondents
answered ‘Strongly Disagree’, which may indicate that none of them feel that they are strongly
incapable of being proud of themselves. With a Weighted Mean of 2.09 and a Descriptive
Equivalent of ‘Agree’, the students under the Authoritarian Parenting Style feel that their
parents' strictness has restricted their ability to explore their interests and develop a strong
sense of achievement.
Question 6
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On the statement “I certainly feel useless at times”, 4 respondents answered ‘Strongly
Agree’. This response indicates that the respondents experience a significant amount of
self-doubt and believe that their actions or contributions are often dismissed. 4 respondents
answered ‘Agree’, which meant that the respondents generally feel they have experienced
being useless due to the parents' strict approach. 3 respondents answered ‘Disagree’, which
suggests that the respondents have a sense of self-worth and believe that they have value and
contribute meaningfully. None of the respondents answered ‘Strongly Disagree’, which may
suggest that none of them feel that they make a big difference. With a Weighted Mean of 1.91
and a Descriptive Equivalent of ‘Agree’, the students under the Authoritarian Parenting Style
find it challenging to find a sense of direction or motivation in their lives.
Question 8
On the statement “I wish I could have more respect for myself”, 4 respondents
answered ‘Strongly Agree’. This response suggests that the respondents strongly believe they
have a significant lack of self-respect. 5 respondents answered ‘Agree’, which pertains to the
respondents feeling that they could benefit from having more respect for themselves. 2
respondents answered ‘Disagree’, which indicates that the respondents suggest that they
believe they have a sufficient amount of self-respect. None of the respondents answered,
‘Strongly Disagree’, which may indicate that none of them have developed a high level of
self-respect and self-worth. With a Weighted Mean of 1.82 and a Descriptive Equivalent of
‘Agree’, the students under the Authoritarian Parenting Style have a negative impact on how
they view and feel about themselves.

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Question 9
On the statement “All in all, I am inclined to feel that I am a failure”, none of the
respondents answered ‘Strongly Agree’, which may indicate that none of them believe that
their parents' strict and controlling approach to parenting has strongly impacted their sense of
achievement in a negative way. 5 respondents answered ‘Agree’. This response indicates that
the respondents acknowledge that their parents' authoritarian parenting style has contributed to
their feelings of failure. 5 respondents answered ‘Disagree’, which suggests that the
respondents may feel that their parents' approach has been effective or that they have been able
to develop a proper sense of achievement despite the strict upbringing. 1 respondent answered
‘Strongly Disagree’ indicating that the respondent likely has a positive view of their upbringing
and feels confident in their abilities and achievements, regardless of their parents' strictness.
With a Weighted Mean of 2.64 and a Descriptive Equivalent of ‘Disagree’, the students under
the Authoritarian Parenting Style suggest that they do not feel that the strict parenting style of
their parents has contributed to them being unsuccessful.
‘Agree’. This indicates that the Authoritarian Parenting Style somewhat has a negative effect
Table 6
Authoritative
1 2 3 4 WM DE
SA A D SD
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At times, I think I am no good at all. 11 45 15 5 2.18 A
(11) (90) (45) (20)
I feel I do not have much to be proud of. 3 28 38 7 2.64 D
(3) (56) (114) (28)
(11) (78) (57) (28)
(21) (74) (33) (28)
(3) (36) (96) (92)
Note: Highest frequencies are in boldface; DE=Descriptive Equivalent WM=Weighted MeanLegend: 1.00 - 1.75
Strongly Agree; 1.76 - 2.50 Agree; 2.51 - 3.25 Disagree; 3.26 - 4.00 Strongly Disagree
Question 2
‘Strongly Agree’. This response suggests that the respondents experience a sense of
inadequacy and believe that they consistently fall short of their parent's expectations. 45
respondents answered ‘Agree’, which indicates that the respondents struggle with self-doubt
and have difficulty recognizing their own worth and capabilities due to the high standards. 15
respondents answered ‘Disagree’, which suggests that the respondents have a positive
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self-perception and feel confident in their abilities and self-worth. 5 respondents answered
‘Strongly Disagree’. This response suggests that the respondents have a strong sense of
self-worth and feel capable and valuable. With a Weighted Mean of 2.18 and a Descriptive
Equivalent to ‘Agree’, the senior high school students under the Authoritative Parenting Style
consider themselves to be unworthy.
Question 5
On the statement” I feel I do not have much to be proud of”, 3 respondents answered
‘Strongly Agree’. This indicates that the parenting approach towards the respondents has
significantly impacted their self-value and self-perception. 28 respondents answered ‘Agree’,
which suggests that the respondents acknowledge that their parents' authoritative parenting
style has contributed to their occasional feelings of not being good at all. 38 respondents
answered ‘Disagree’, which indicates that the respondents do not believe their parents'
authoritative parenting style has influenced their perception of not being good at all. 7
respondents answered ‘Strongly Disagree’, which suggests the respondents have a strong sense
of self-worth and feel capable and valuable. With a weighted mean of 2.64 and a Descriptive
Equivalent of ‘Disagree’, the senior high school students under the Authoritative Parenting
Style have a positive self-perception and confidence in their ability and self-worth.
Question 6
On the statement “I certainly feel useless at times”, 11 respondents answered
‘Strongly Agree’. This suggests that the respondents’ parents' authoritative approach has led
them to feel inadequate or without value on certain occasions. 39 respondents answered

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‘Agree’, which indicates that the respondent's parents’ authoritative parenting style has
occasionally contributed to their feelings of being useless or lacking worth. 19 respondents
answered ‘Disagree’, which suggests that the respondents have a positive self-perception and
feel valued and capable, despite occasional challenges. 7 respondents answered ‘Strongly
Disagree’. This response indicates that the respondents likely have a strong sense of self-worth
and confidence. With a Weighted Mean of 2.29 and a Descriptive Equivalent of ‘Agree’, the
senior high school students under the Authoritative Parenting Style struggle with self-doubt
and have difficulty in recognizing their achievements and worth.
Question 8
answered ‘Strongly Agree’.This response suggests that the respondents likely feel that their
parents' approach may have diminished their sense of autonomy and self-worth. 37 respondents
answered ‘Agree’, which indicates that the respondents feel that their parents' approach has
affected their ability to assert themselves. 11 respondents answered ‘Disagree’, which states
that the respondents may feel that their parents' approach has helped them develop a sense of
self-respect and discipline. 7 respondents answered ‘Strongly Disagree’, which indicates that
the respondents having authoritative parents would not have any impact on their self-respect.
With a Weighted Mean of 2.05 and a Descriptive Equivalent to “Agree”, the students under
the Authoritative Parenting Style diminished their self-respect to some extent due to their
parents’ approach.
Question 9
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On the statement “ All in all, I am inclined to feel that I am a failure”, 3 respondents
answered ‘Strongly Agree’. This response indicates that the respondents perceive themselves
as constantly falling short of their parents' expectations. 18 respondents answered ‘Agree’,
which indicates that the respondents struggle with self-doubt and have difficulty recognizing
their own achievements and worth. 32 respondents answered ‘Disagree’, which suggests that
the respondents have positive self-perception and confidence in their abilities and
accomplishments. 23 respondents answered ‘Strongly Disagree’. This response indicates that
the respondents have a strong sense of self-worth and are capable and accomplished. With a
weighted mean of 2.99 and Descriptive Equivalent to ‘Disagree’, the students under the
Authoritative Parenting Style have developed a strong sense of self-worth and resilience that
allows them to navigate challenges and setbacks without feeling overwhelmed by self-doubt or
failure.
‘Agree’. This indicates that the Authoritative Parenting Style somewhat has a negative effect
Table 7
Permissive
1 2 3 4 WM DE
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SA A D SD
(2) (42) (27) (12)
I feel I do not have much to be proud of. 3 12 15 5 2.63 D
(3) (24) (45) (20)
(3) (34) (39) (8)
(8) (36) (18) (12)
(2) (16) (39) (48)
Question 2
‘Strongly Agree’. This response suggests that the respondents strongly believe they are ‘no
good at all at times', despite their parents' permissive parenting style. 21 respondents answered
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‘Agree’, which indicates that the respondents hold a negative view of themselves at times
despite their parents' permissive parenting style. 9 respondents answered ‘Disagree’, which
suggests that they do not perceive themselves as being “no good at all”. 3 respondents
answered ‘Strongly Disagree’. This response indicates a strong sense of disagreement with the
notion that they are "no good at all". With a Weighted Mean of 2.37 and a Descriptive
Equivalent of ‘Agree’, the students under the Permissive Parenting Style hold a negative view
of themselves at times.
Question 5
On the statement “I feel I do not have much to be proud of '', 3 respondents answered
‘Strongly Agree’. This response suggests that the respondents strongly believe they do not
have much to be proud of despite their parents' permissive parenting style. They may struggle
with their self-worth or feel that they lack significant accomplishments or positive qualities. 12
respondents answered ‘Agree’, which indicates that the respondents hold a negative view of
themselves and believe they have little to be proud of. 15 respondents answered ‘Disagree’. It
suggests that they do not believe they lack much to be proud of. 5 respondents answered
‘Strongly Disagree’. This response indicates a strong sense of disagreement with the notion
that they do not have much to be proud of. With a Weighted Mean of 2.63 and an overall
Descriptive Equivalent of ‘Disagree’, the students under the Permissive Parenting Style
indicate that they do not believe they lack much to be proud of.
Question 6
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On the statement “I certainly feel useless at times”, 3 respondents answered ‘Strongly
Agree’. This response indicates that the respondents strongly believe they feel useless at times
with themselves despite their parents' permissive parenting style. 17 respondents answered
‘Agree’ which indicates that the respondents hold a negative view of themselves and
acknowledge feeling useless at times. 13 respondents answered ‘Disagree’, which indicates
that the respondents do not feel useless at times with themselves. 2 respondents answered
‘Strongly Disagree’. This response indicates a strong sense of disagreement with the notion
that they feel useless at times with themselves. With a Weighted Mean of 2.40 and an overall
Descriptive Equivalent of ‘Agree’, the students under the Permissive Parenting Style indicate a
negative view of themselves and acknowledge feeling useless at times.
Question 8
answered ‘Strongly Agree’. The respondents strongly believe that their parents' permissive
parenting style has negatively impacted their self-respect. 18 respondents answered ‘Agree’.
The respondents agree that their parents' permissive parenting style has influenced their
self-respect to some extent. 6 respondents answered ‘Disagree’. The respondents disagreed that
their parents' permissive parenting style has affected their self-respect. 3 respondents answered
‘Strongly disagree’. The respondents strongly believe that their parents' permissive parenting
style has not impacted their self-respect in a negative way. With a Weighted Mean of 2.11 and
an overall Descriptive Equivalent of ‘Agree’, the students under the Permissive Parenting Style
indicate having low self-respect.

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Question 9
On the statement “All in all, I am inclined to feel that I am a failure”, 2 respondents
answered ‘Strongly Agree’. The respondents strongly believe that their parents' permissive
parenting style has contributed significantly to their feelings of being a failure. 8 respondents
answered ‘Agree’. The respondents agreed that their parents' permissive parenting style has
influenced their feelings of being a failure, though perhaps not as strongly as those who
strongly agree. 13 respondents answered ‘Disagree’. The respondents disagreed that their
parents' permissive parenting style has affected their feelings of being a failure. 12 respondents
answered ‘Strongly Disagree’. The respondents strongly believe that their parents' permissive
parenting style has not contributed to their feelings of being a failure. With a Weighted Mean
of 3.00 and an overall Descriptive Equivalent of ‘Disagree’, the students under the Permissive
Parenting Style believe that their parents’ approach has not affected their feelings of being a
failure.
‘Agree’. This indicates that the Permissive Parenting Style somewhat has a negative effect on
Table 8
Neglectful
1 2 3 4 WM DE
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SA A D SD
(0) (8) (0) (0)
I feel I do not have much to be proud of. 1 1 2 0 2.25 A
(1) (2) (6) (0)
(0) (8) (0) (0)
I wish I could have more respect for myself. 1 3 0 0 1.75 SA
(1) (6) (0) (0)
(0) (0) (9) (4)
Question 2
On the statement “At times, I think I am no good at all ”, none of the respondents
answered ‘Strongly Agree’ which may indicate that none of the students strongly agree they
are no good at all. None of the respondents answered ‘Disagree’ and ‘Strongly Disagree’
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which may indicate that none of the students strongly think that they are good at all. 4
respondents answered ‘Agree’, which indicates that their parents' neglectful parenting style has
influenced their tendency to think they are no good at times.With a Weighted Mean of 2.00 and
an overall Descriptive Equivalent of ‘Agree’, the students under the Neglectful Parenting Style
influenced their tendency to think they are no good at times.
Question 5
On the statement “I feel I do not have much to be proud of”, none of the respondents
answered ‘Strongly Disagree’, which may indicate that none of the students feel they have
much to be proud of. 1 respondent answered ‘Strongly Agree’, which indicates that the
respondent strongly believes that their parents' neglectful parenting style has significantly
impacted their sense of accomplishment and self-worth. 1 respondent answered ‘Agree’. The
respondent agrees that their parents' neglectful parenting style has influenced their feeling of
not having much to be proud of, though perhaps not as strongly as those who strongly agree. 2
respondents answered ‘Disagree’. The respondents disagree that their parents' neglectful
parenting style has affected their feeling of not having much to be proud of. With a Weighted
Mean of 2.25 and an overall Descriptive Equivalent of ‘Agree’, the students under the
Neglectful Parenting Style believe that their parents’ approach has influenced their feeling of
not having much to be proud of.
Question 6
On the statement “I certainly feel useless at times”, none of the respondents answered
‘Strongly Agree’, which indicates that none of the students strongly think they feel useless at
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times. None of the respondents answered ‘Disagree’ and ‘Strongly Disagree’, which may
indicate that none of the students think they certainly feel helpful at times. 4 respondents
answered ‘Agree’. The respondents agree that their parents' neglectful parenting style has
influenced their occasional feelings of uselessness. With a Weighted Mean of 2.00 and an
overall Descriptive Equivalent of ‘Agree’, the students under the Neglectful Parenting Style
believe that their parents’ approach has influenced their occasional feelings of uselessness.
Question 8
On the statement “I wish I could have more respect for myself ”, none of the
respondents answered ‘Disagree’ and ‘Strongly Disagree’, which may indicate that none of the
students have developed a significant amount of self-respect. 1 respondent answered ‘Strongly
Agree’. The respondent strongly believes that their parents' neglectful parenting style has
significantly affected their self-respect. 3 respondents answered ‘Agree’. The respondents
agree that their parents' neglectful parenting style has influenced their self-respect to some
extent. With a Weighted Mean of 1.75 and an overall Descriptive Equivalent of ‘Strongly
Agree’, the students under the Neglectful Parenting Style believe that their parents’ approach
have significantly affected their self-respect.
Question 9
On the statement “All in all, I am inclined to feel that I am a failure” , none of the
respondents answered ‘Strongly Agree’ and ‘Agree’, which may indicate that none of the
students feel that all in all they’re a failure. 3 respondents answered ‘Disagree’. The respondent
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disagrees that their parents' neglectful parenting style has affected their inclination to feel like a
failure. 1 respondent answered ‘Strongly Disagree’. The respondent strongly believes that their
parents' neglectful parenting style has not contributed to their inclination to feel like a failure.
With a Weighted Mean of 3.25 and an overall Descriptive Equivalent of ‘Disagree’, the
students under the Neglectful Parenting Style believe that their parents’ approach have not
caused them to feel like a failure.
‘Agree’. This indicates that the Neglectful Parenting Style somewhat has a negative effect on
Research Question 5 : Which of the parenting styles produce high self-esteem and low
self-esteem?
S.No. = Student Number (Coded Identity)
A = Self-Esteem
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Positive phrased responses which are numbers 1, 3, 4, 7, and 10 are scored as:
Negative phrased responses which are numbers 2, 5, 6, 8, and 9 are scored as:
The global (total) score is divided into three levels:
● Low Self-Esteem = 10-25
● Medium Self-Esteem = 26-29
● High Self-Esteem = 30-40
B = Parenting Style
● 1 = Authoritarian
● 2 = Authoritative
● 3 = Permissive
● 4 = Neglectful
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S.No. A B S.No. A B S.No. A B S.No. A B S.No. A B S.No. A B
1 27 3 22 23 2 43 23 2 64 28 3 85 28 2 106 26 2
2 27 3 23 26 2 44 29 2 65 29 2 86 27 2 107 27 3
3 32 3 24 27 2 45 20 2 66 22 2 87 26 3 108 30 2
4 24 2 25 28 2 46 24 2 67 29 2 88 25 1 109 23 2
5 34 3 26 23 2 47 29 4 68 26 3 89 30 3 110 20 2
6 23 3 27 26 2 48 19 2 69 22 2 90 28 2 111 33 2
7 24 1 28 21 2 49 27 2 70 27 3 91 25 2 112 18 1
8 28 3 29 22 2 50 22 1 71 29 3 92 24 1 113 23 3
9 37 2 30 28 2 51 21 2 72 35 2 93 29 2 114 30 2
10 28 2 31 30 2 52 32 2 73 21 2 94 24 3 115 28 2
11 40 2 32 33 2 53 32 3 74 25 2 95 23 1 116 23 2
12 35 2 33 26 2 54 25 3 75 20 1 96 25 3 117 18 3
13 23 3 34 24 2 55 25 2 76 24 2 97 27 2 118 26 3
14 26 4 35 26 2 56 30 2 77 30 2 98 21 2 119 27 3
15 25 2 36 26 1 57 22 2 78 27 2 99 33 2 120 29 2
16 24 3 37 22 2 58 34 3 79 37 3 100 32 3 121 27 2
17 32 2 38 32 2 59 32 2 80 17 3 101 31 3 122 26 3
18 30 1 39 17 2 60 18 1 81 24 4 102 39 3 123 23 2
19 28 2 40 30 2 61 27 1 82 28 2 103 30 3 124 31 3
20 25 2 41 26 2 62 27 2 83 25 3 104 28 2 125 25 2
21 29 3 42 23 3 63 31 2 84 30 2 105 26 4 126 33 2
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The table shows the data of each respondent’s level of self-esteem according to their global
(total) score in the Rosenberg Self-Esteem Scale. It also shows the parenting style applied to
them. For the authoritarian parenting style which has a total of 11 respondents, 8 out of 11
respondents scored in the low self-esteem level which is 72.73%, 2 out of 11 respondents
scored in the medium self-esteem level which is 18.18%, and 1 out of 11 respondents scored in
the high self-esteem level which is 9.09%. For the authoritative parenting style which has a
total of 76 respondents, 29 out of 76 respondents scored in the low self-esteem level which is
38.16%, 27 out of 76 respondents scored in the medium self-esteem level which is 35.53%, and
20 out of 76 respondents scored in the high self-esteem level which is 26.32%. For the
permissive parenting style which has a total of 35 respondents, 11 out of 35 respondents scored
in the low self-esteem which is 31.43%, 13 out of 35 respondents scored in the medium
self-esteem level which is 37.14%, and 11 out of 35 respondents scored in the high self-esteem
which is 31.43%. For the neglectful parenting style which has a total of 4 respondents, 1 out of
4 respondents scored in the low self-esteem level which is 25%, 3 out of 4 scored in the
medium self-esteem level which is 75%, and 0 out of 4 respondents scored in the high
self-esteem level which is 0%.
Therefore, using the percentage of the self-esteem levels in each parenting style, the
authoritarian parenting style produces the most low self-esteem with a percentage of 72.73%.
Meaning this parenting style causes the respondents to frequently doubt themselves, feel
inadequate, and have a negative perception of their abilities, appearance, or overall value as a
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person. People with low self-esteem may often seek external validation, have difficulty
asserting themselves, and may be more prone to feelings of anxiety, depression, and social
withdrawal. On the other hand, the parenting style which produces the most high self-esteem is
the permissive parenting style with a percentage of 31.43%. People who have a high sense of
their own worth and dignity believe they are deserving of respect. According to Rosenberg,
although those who have a high level of self-esteem don’t always view themselves as better
than others, they also don’t believe they are inferior to them.
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
5.1 - Conclusions
Based on the data gathered and analyzed, the researchers concluded that each of the parenting
styles presented in our research study have positive and negative effects on the Senior High
School students of Second Philippine International School. Although there are advantages and
disadvantages to every parenting approach, our research indicates that authoritarian parenting
is more likely to be correlated with low self-esteem with a percentage of 72.73%, while
permissive parenting seems to be linked to higher levels of self-esteem with a percentage of
31.43%. Our study's findings are consistent with earlier investigations in the same subject,
emphasizing that while permissive parenting consistently demonstrates a trend of positive
effects in building adolescent self-esteem, authoritarian parenting is typically linked to negative
influences on adolescents self-esteem. This alignment of data highlights the strength of the
observed parenting approach effect on the adolescents’ self-esteem. Our findings highlight how
crucial it is to comprehend and modify parenting styles in order to promote adolescents’
self-esteem.
5.2 - Limitations of the Research
This study is concerned with the effects of the four Parenting styles, namely:
Authoritarian, Authoritative, Permissive, and Neglectful on self-esteem. The study will identify
whether all four parenting styles are present among the Senior High School students of Second
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Philippine International School as well as which among the four are widely used, pose a
positive or negative effect on self-esteem, and build high and low self-esteem. This study
focuses on the Senior High School students of Second Philippine International School as its
respondents: Grade 11 - Carnelian (48), Grade 11 - Malachite (6), Grade 12 - Garnet (27),
Grade 12 - Amber (25), and Grade 12 - Amethyst (20) of school year 2023-2024.
5.3 - Recommendations
● According to the study’s findings, the authoritative parenting style is the most
commonly used of the four parenting styles which also promotes high self-esteem.
Children with authoritative parents become more independent, responsible and
confident; as a result, parents can use an authoritative approach to improve their
children’s self-worth.
● Authoritarian and neglectful parents should assess and reconsider their parenting style.
They should employ strategies to help children express themselves and convey what
they want. Communication between parents and children can help children view
themselves properly and have mutual understanding with their parents.
● According to the study’s findings, permissive parenting style provides children with
high self-esteem. Though permissive parenting style is linked with positive effects it’s
necessary to pay attention to potential negative effects as well. To help, we can tell
parents to find a good balance. They can do this by teaching their kids to be
responsible, setting fair rules, and having a structured routine.
● Future researchers are advised to conduct a study to ascertain whether parenting
techniques differ for men and women.
● Because children spend the majority of their time with their parents, it is important for
schools to involve parents in the development of rules and plans in SPIS. This is
because these relationships form the core of a child's self-worth, and having a strong
foundation helps a child develop. This is only achievable with the cooperation of a
child's family and school.
● This research will assist students in understanding their parents' intentions, beliefs, and
experiences, as well as provide a more thorough knowledge of how parenting styles
affect self-esteem.
● This study will serve as a guide for future parents in raising decent children, and as
children who recognize their self-worth, this can help future parents discover different
parenting practices that they would like to use when they have a child.
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● This study's findings showed that all parenting styles have positive and negative effects
on a child's self-esteem. Some acts, such as being helpful and trusting children to make
decisions for themselves, can help them feel assured and independent. But if parents are
too easygoing, there might be no boundaries. On the other hand, being overly strict may
cause children to feel trapped. It is important to understand that anything parents do can
have both positive and negative effects on how their children perceive themselves.
Understanding this allows us to see how parent-child connections may be complicated
and affect how students feel about themselves in various ways.
5.4 - Summary
This research report gives a broad overview of our investigation into how several
parenting philosophies–authoritarian, authoritative, permissive, and neglectful–affect the
self-esteem of teenagers. In light of the fact that parenting methods have a significant influence
on how children develop, this study investigates the effects of these various parenting
philosophies on teenagers' self-esteem. The psychological development of children is greatly
influenced by their parenting techniques, and a vital component of their general wellbeing is
self-esteem. Through examining the correlation between parenting methods and self-esteem,
scholars can acquire valuable understanding regarding how distinct parenting approaches mold
children's self-esteem, self-assurance, and emotional resilience. The results we have gathered
highlight the negative and positive effects of the parenting styles accustomed by the parents.
According to our research, there is a stronger correlation between authoritarian parenting and
low self-esteem. However, it appears that permissive parenting is associated with increased
self-esteem.
APPENDIX
79
SECOND PHILIPPINE INTERNATIONAL SCHOOL
Riyadh, Kingdom of Saudi Arabia

MOE License 14/G, DepEd Government Recognition No. 004 s.2020,School ID 700011
“Exploring the Influence of Parenting Styles on the Self-Esteem

of the Senior High School Students of
By ticking this box, I acknowledge that the data in this questionnaire will be used for
academic purposes only.
By ticking this box, I understand and accept that my participation in this research
study is on my own volition.
PART I: RESPONDENT’S PROFILE
Name: ____________________________
Age:_____
80
Grade Level and Section:
⃞11-Carnelian ⃞ 11-Malachite ⃞ 12-Amber ⃞ 12-Garnet ⃞ 12-Amethyst
Gender:
⃞ Male ⃞ Female
⃞
PART II A: PARENTING STYLES
Directions: Select only one of the parenting styles listed below which you feel best describes
the parenting style used by your parents.
A. Authoritarian
Parents are very controlling and enforce strict rules. They are characterized as “because
I said so” parents. These parents hold their children to high standards but are not very
responsive. Parents are obedience and status-oriented, expecting their orders to be
followed without question
B. Authoritative
Parents enforce rules in a more democratic fashion, willing to listen to questions and
opinions. Parents still hold their children to high standards but are helpful and nurturing
along the way. Parents monitor their children and display clear standards for their
child’s behavior. They are assertive, while not interfering or being limiting. Their
disciplinary methods are supportive, instead of simply retributive. They want their
children to be assertive and responsible, as well as self-motivated and obliging.
C. Permissive
Parents do not demand much from their child and allow the child to make decisions on
their own. They are very nurturing and communicate well. These parents provide
encouragement and feedback. Parents are more responsive than they are demanding.
They are quite lenient, and do not demand mature behavior from their children. They
allow their children to make mistakes and choose what they want to do while avoiding
confrontation.
D. Neglectful
Parents do not demand very much and are not very responsive to their child. They
fulfill basic needs, but are a little detached. These parents can be inconsistent with
affection and discipline.
81
PART III B: SELF ESTEEM
Directions: Please tick the appropriate choice that best suits you.
Rosenberg Self-Esteem Scale (RSES)
SA - Strongly Agree A - Agree D - Disagree SD - Strongly Disagree
SA A D SD
1. On the whole, I am satisfied with myself.
2. At times, I think I am no good at all.
3. I feel that I have a number of good qualities.
4. I am able to do things as well as most other people.
5. I feel I do not have much to be proud of.
6. I certainly feel useless at times.
7. I feel that I am a person of worth, at least on an equal

plane with others.
8. I wish I could have more respect for myself.
9. All in all, I am inclined to feel that I am a failure.
10. I take a positive attitude toward myself.
ACKNOWLEDGEMENTS
The researchers would like to express their genuine gratitude and respect to the
following individuals who have motivated, helped, mentored, and assisted the researchers in
achieving their thesis.

82
MR. JOSE ANTHONY F. ESPEJO their Inquiries, Investigation and Immersion and
critic reader, for his knowledge, aptitude, and selfless guidance to assist the researchers in
pursuing their study.
MS. ROSELL P. CUYO, their class adviser, for her moral support and encouraging
words that helped the researchers gain confidence and determination.
MR. ARESTIO B. GREMIO, the O.I.C for Internal Affairs for permitting the
researchers to conduct their study in the school.
SECOND PHILIPPINE INTERNATIONAL SCHOOL, for accepting the
opportunity to
participate as the respondents of the study to make this research possible.
MR. LAYTH L. AL-QAWASMI, MR. RIYADH M. MACAWALI, MR. KARL
MATTHEW R. MARCO, MR. LEANIEL P. PAYOS, MS. CZARINA P. DELA CRUZ,
MS. FRANCEZ VIVIEN V. JIMENEZ, MS. HIDAYAH A. MALIC, MR. AL-SAIF G.
ESHAK, MS. AISHA ANGELA D. DANCEL AND MS. SASKIA DENISE M. OCAMPO
their closest friends, who have given them aid, assistance, and helpful reminders for this entire
endeavor.
MR. and MRS. BRILLANTES, MR. and MRS. CALUBAD, MR. and MRS.
LEPAIL, MR. and MRS. MARAAN, MR. and MRS. NAKI, and MR. and MRS.
YAHYA, the researchers’ parents, for their support at home and help in the form of tips and
critiques and their cooperation, suggestion, and ideas that helped the researchers in the
process of making their thesis paper.
And Especially to our GOD ALMIGHTY who gave us the strength and wisdom to
fulfill this research.

83

Exploring The Influence of Parenting Styles On The Self Esteem of The Senior High School Students of Second Philippine International School 1

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Exploring the Influence of Parenting Styles on the Self-Esteem

of the Senior High School Students of

Brillantes, Frances Danielle P.

Calubad, Nathan Mikhael R.

Naki, Mohammed Aslam P.

Second Philippine International School

Inquiries, Investigation, and Immersion

Mr. Anthony Espejo

In partial fulfillment of the requirements for Grade 12 STEM Inquiries, Investigation,

Philippine International School” which has been prepared by FRANCES DANIELLE P.

BRILLANTES, NATHAN MIKHAEL R. CALUBAD, ABDULAZIZ N. LEPAIL,

NICOLE C. MARAAN, MOHAMMED ASLAM P. NAKI, and ELHAM L. YAHYA is

hereby recommended for approval and acceptance.

MR. JOSE ANTHONY F. ESPEJO

particularly those who are closest to our hearts.

especially to our GOD ALMIGHTY.

1.1 - Research Statement

Self-esteem of Senior High School students in Second Philippine International School.

1.2 - Aims and Objectives

This study specifically aims to:

understanding of these two variables.

self-esteem of their child.

1.3 - Statement of the Problem

self-esteem of Senior High School Students in Second Philippine International School.

1. What are the different types of parenting styles?

Students in Second Philippine International School?

High School Students of Second Philippine International School?

High School Students of Second Philippine International School?

1.4 - Rationale for the Research

Concern over adolescents continues to escalate on a global scale. Teenage self-esteem

are at risk of various mental health conditions as well as social problems.

According to Nigeria's Department of Health Promotion and Education, adolescence is

variables, such as familial relationships, socioeconomic status, changing bodies, optimistic

impact on their success in life.

self-esteem of adolescents attending Second Philippine International School. The alarming

philosophies on the self-esteem of senior high school students at Second Philippine

International School is the main objective of this research.

1.5 - Context for the Research

Parenting methods influence many areas of a child's development, including

child’s self worth.

techniques to help senior high school kids develop healthy self-esteem.

REVIEW OF RELATED LITERATURE AND STUDIES

individual holds significance because it reflects one's level of acknowledgment or cultural

worth (E.G. Hepper, 2016).

lead to comparatively predictable and consistent patterns in the outcomes of children's

parents make an effort to socialize with their children.

fathers and mothers.

negative association with teenagers' self-esteem.

adolescents with authoritarian parents. In addition, adolescents with authoritative mothers

performed better than those whose fathers were authoritarian.

self-esteem of adolescents and parenting practices.

while also showing them warmth, love, and acceptance.

generally recognized: authoritative, authoritarian, permissive, and negligent. Deshpande and

2013, Emam & Abu-serei, 2014).

(Niaraki & Rahimi, 2013).

(Sanvictores and Mendez, 2022).

further influences their ability to make decisions.

(Leeman et al., 2014).

and inviting atmosphere at home, which significantly enhances psychological support,

self-determination, interaction with others, intellectual ability, and independence of children

and adolescents (Garcia & Santiago, 2017).

Few behavioral expectations are placed on the child by permissive parenting.

to prevent conflict (Gracia & Santiago, 2017).