Paper Contents
Abstract
AbtractThis study explored the relationship between parental involvement and motivation among kindergarten learners in public schools. The respondents included one hundred and fifty (150) kindergarten teachers in Apopong District, General Santos City Division, who provided insights based on their observations of student motivation. Parental involvement was assessed in terms of monitoring, support, and guidance, while student motivation was evaluated through school attendance, study habits, and perceived benefits of learning. The findings revealed that parents demonstrated extensive involvement in their children's education, particularly in tracking academic progress, offering learning support at home, and providing consistent guidance. Kindergarten learners also exhibited high levels of motivation, especially in developing effective study habits and recognizing the long-term value of education. Statistical analysis showed a significant and moderately strong positive correlation between parental involvement and student motivation. Further analysis indicated that specific aspects of parental engagement, such as promoting regular school attendance, reinforcing positive study practices, and emphasizing educational benefits, played a key role in influencing student motivation. In conclusion, the study highlights the vital impact of parental involvement on learner motivation and emphasizes the importance of fostering strong home-school partnerships to support young children's academic and personal development.Keywords: Parental Involvement, Student Motivation, Kindergarten Learners, Home-School Partnership, Teacher Observations, Apopong District, Early Childhood Education
Copyright
Copyright © 2025 Josielou P. Ramos. This is an open access article distributed under the Creative Commons Attribution License.
