Bridging the Gap: Analyzing Parent-Teacher Partnership on Students’ Academic Achievement and Behavior
DOI:
https://doi.org/10.64612/ijiv.v2i6.153Keywords:
parent–teacher partnership, academic achievement, student behavior, parental involvement, descriptive-correlationalAbstract
Parent–teacher partnership plays a vital role in promoting students’ academic achievement and behavioral development through collaborative engagement between families and schools. This study examined the relationship between parent–teacher partnership and students’ academic achievement and behavior among Junior High School students at Pandapan Integrated School, Main and Annex Campuses, Division of Tagum City, during School Year 2025–2026. A quantitative descriptive-correlational research design was employed involving 180 respondents, consisting of 169 parents and 11 teachers. Adapted and validated questionnaires measured parent–teacher partnership and students’ behavior, while students’ official fourth-quarter grades were used to assess academic achievement. Descriptive statistics, Spearman’s rank-order correlation, and multiple linear regression analyses were utilized to analyze the data. The findings revealed that parent–teacher partnership was practiced at a high level, while students demonstrated satisfactory academic achievement and a high level of positive behavior. Parent–teacher partnership had significant positive relationships with both academic achievement and students’ behavior. Regression analysis identified collaborating with the community as a significant predictor of academic achievement, whereas volunteering, decision-making, and collaborating with the community significantly predicted students’ behavior. The study concludes that strengthening collaborative partnerships among parents, teachers, and community stakeholders contributes to improved educational outcomes and supports students’ holistic development.
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