2

your classroom, it is worth the time and effort to outline your expectations in this

area. (Svinicki and McKeachie, 2014).

In locale setting, particularly here in the Lorenzo S. Sarmiento Sr. National

High School, depending upon the cultural context, along with the nature of schools

themselves, the forms of parental involvement, and the types of activities in which

they can engage. The parents, are generally expected to be highly in their

children’s lives as well as the behaviour they show inside the school or even inside

the classroom. Even the context of families themselves may affect the relationship

between parental involvement and the behaviour of students.

The researchers have not come across with a study that is the same with

the study undertaken at present, thus this prompted the researchers to conduct

the study to investigate the components that could lead to the impact of parental

involvement to the behaviour of students in school. It was in this context that the

researchers was interested to determine whether the parental involvement

influenced to the behaviour of students in school.

Research Objectives

The main purpose of the study was to determine which domain in the

impact of parental involvement to the behaviour of students in secondary school.

Specifically, it aim:

1. To assess the impact of parental involvement in terms of:

1.1. Communication on Child’s Development;

1.2. Proper Counselling; and

 3

1.3. Proper Guidance.

2. To find out the behaviour of students in terms of:

2.1. Respectfulness;

2.2. Self-Control; and

2.3. Self-Evaluation.

3. To determine the significant relationship between the impact of parental

involvement and the behaviour of students.

4. To determine which of the domains in the impact of parental involvement

significantly influence to the behaviour of students in school.

Hypothesis

The following hypotheses was tested at 0.05 level of significance:

1. There is no significant relationship between the parental involvement and

the behavior of students.

2. There is no domain in the parental involvement significantly influence the

behavior of students.

Review of Related Literature

Theories, concepts, facts, information, views and reading related to the

impact of parental involvement to the behaviour of students in secondary school.

The Impact of Parental Involvement

Parental involvement has three significant role in the performance of

students: communication on child’s development; proper counselling; and proper

 4

guidance. Example of parental involvement include parent participation in the

education of their children through different behaviours, such as volunteering at

school functions, communicating with school personnel, assisting with homework,

attending school events, participating in parent-teacher organizations (PTAs), and

attending parent teacher conference (Stewart et. al., 2014).

Communication on child’s development is one of the type of parental

involvement. Communication alludes to parent and school contact with respect to

school curricula and student progress. The capacity to plan compelling kinds of

school-to-home and home-to-school collaborations about school and student

progress. Reciprocal communication encourages teamwork between the home

and school and discloses to students that contact is being made between the home

and school to track student success. There are various ways and examples of

communication including conferences, PTA gatherings, week by week or month to

month organizers of students’ work, handbooks, parent receiving students’ report

cards, notes, messages, pamphlets, telephone calls, and sites to create successful

dialogue among the school and the home (Epstein, 2014).

For many years, the importance and need for parental involvement in

education has been well recognized. There is a significant shortage of parent

participation at the secondary level that may negatively affect academic progress

and high school completion. Current researchers continue to investigate the

influence of parental involvement on student achievement, accountability, and

attendance. Recognized parent involvement as “the participation of parents in

 5

every facet of children’s education and development from birth to adulthood”.

Therefore, it is imperative for educators to continue to find ways and to encourage

parents to become involved in the educational process of their children regardless

of social and socio-economic challenges (Ravitch, 2016).

Parents play a significant role in influencing their young children's

development. The home atmosphere they provide and the interactions they

engage in with their children creates an informal learning environment which

impacts all aspects of their offspring's development This influence lessens as

children begin to make the transition from informal learning environments at home

to the more formalized learning environments of school and group settings.

Parents play an important part in making this transition from informal to formal

types of learning less traumatic, and teachers are realizing more than ever that

they must work in partnership with parents in bridging this gap (Rich et. al., 2015)

Young children thrive when they have secure, positive relationships with

adults who are knowledgeable about how to support their development and

learning. The science of child development and early learning makes clear the

importance and complexity of working with young children from infancy through

the early elementary years. In the past decade, they revealed much about how

children learn and develop. Studies have shown that early childhood is a time when

developmental changes are happening that can have profound and lasting

consequences for a child’s future. While people have long debated whether

“nature” or “nurture” plays the stronger role in child development, recent studies

reveal the importance of how the two influence each other as a child develops:
 6

what a child experiences and is exposed to interacts with his or her underlying

biological makeup (Ellison, 2016).

Moreover, much more is going on cognitively, socially, and emotionally in

young children (including infants) than scientists or care and education

professionals previously knew. Even in their earliest years, children are starting to

learn about their world in sophisticated ways that are not always reflected in their

outward behaviour. Learning and development for young children is both rapid and

cumulative, continuously laying a foundation for later learning (Lindgreen, 2017).

Parents can profit from viable correspondence with the school by having

expanded information on strategies, policies, and procedures inside the school,

permitting the parents to give more assistance in the educational experience. As

parents speak with the school, they commonly turn out to be more agreeable and

happy with the school and the educators. Because of positive correspondence with

staff, educators, and executives, parents can develop an effective instructional

support for their children and they may become more actively engaged (Herrell,

2017).

On the other hand, all parents want their children to succeed in school. This

guide is designed to give parents, grandparents, and other caregivers ideas and

tips that will improve their children’s potential for success in school. These ideas

also help create a joyful family life and positive connections between parents and

children, parents and parents, and parents and their children’s schools. The state

learning standards are statements which define a core of basic knowledge and

skills that all students enrolled in public schools are expected to know and be able
 7

to do. The schools use these standards as a guideline for teaching and testing.

The standards are a way to help all the students in the state have fair, equal

opportunities to learn. A state learning standards framework sets basic guidelines

for what students should know and be able to do in areas such as English/language

arts, mathematics, science, social science, physical development and health, fine

arts, and foreign languages. Local school boards can add their own goals and

standards for their schools (Whyte, 2015).

Proper guidance is key. Child development researchers largely have

ignored the importance of parental “guidance,” Holden says, in his model, effective

parents observe, recognize and assess their child’s individual genetic

characteristics, then cultivate their child’s strengths. It’s been said that parents are

the ‘architect’ or the ‘conductor’ of a child’s development. There are lots of different

synonyms, but the terms don’t capture the essence that parents are trying to

‘guide. Parenting can be profoundly rewarding, but it can also be challenging.

Every child and every family is different. Parenting styles and attitudes vary, and

there is no one “right” way to parent. However, many parents have found that

children respond well to a combination of nurturing, loving relationships clear

expectations and structure while allowing for adaptations and change,

opportunities to make choices, natural and logical consequences, parental

modelling of appropriate behaviors (Holland, 2019).

Spend time together is one of the best thing that every parents should do.

Children may not understand the intricacies of adult life, but they are acutely

sensitive to parents’ emotional states. When parents are stressed or anxious,

 8

children may feel fearful. Try to slow life down as much as possible and engage

in family time activities, especially in the evenings. Eat dinner together, read

stories at bedtime, and take time to talk about the day. These little moments

cement your relationship and give children the security they need (Bright Horizons

Education Team, 2019).

In some cases, taking into analysis the biological, psychological, social and

financial dimensions. The parents’ roles are of the maximum importance for

personality development of the children. Basic traditional roles of being a parent

are: nurture and educate children, discipline them, manage home and financially

support family. Modern roles brought an active participation of fathers in children

care. The main idea is that parents must be child centered and should aim to

optimal growth and development of their children, to help them have satisfactory

biological, social, psychological and emotional growth (Lee, 2018).

Sit back and listen to your child, abstain from imposing your point of view

and just offer appropriate direction and guidance. Another important role of parent

is to provide guidance and assistance in the process of personal development and

growth. The most effective way to help children is to advise them instead of

commanding and to guide the progress of child development without doing his

work (help them cope, but don’t solve yourself their problems). Give them a sense

of direction and provide sufficient support to succeed and to feel that they are the

source of the achievement (Jones, 2016).

Furthermore, proper counselling will help incorporate valuable lessons in

their daily life. Some sessions should involve career guidance, where the students
 9

are advised on the selection of courses and different career paths. It's important to

prepare them for life after school and what to expect in the different fields they

might option for. Parents and children still believe in bringing good grades to get

into the best engineering or dental colleges that will give them a successful career.

But, it is also important to know the interests of children, here the teacher plays a

vital role. Choosing the right stream or field for the children is totally dependent on

self-assessment (Becket, 2016).

Parenting counselling is a type of service that aims to provide the necessary

knowledge, tools, guidance, and most especially support to parents without bias

or judgment. This way, they become more fully equipped to take care of their

children. Although becoming a parent is rewarding, it is also challenging. The

responsibilities that parents must fulfil are huge. They are required to raise good

children who can contribute to the society, provide a home that is loving,

supportive, and caring, meet all the needs of their children such as a home,

education, food, healthcare, and education, take care of their respective spouses,

support the community they are in to create a safe and productive place for their

families, give their families a comfortable life (DocDoc, 2018).

In addition, self-assessment includes observing the abilities, interest area,

analytical skills, work style and personality of the child. With broad career options,

teachers need to equip the child with all recent trends, current developments in

different streams, demands and financial prospectus giving priority to the child’s

interests. Counselling sessions at an early age opens the lines of communication

making children familiar with the importance of choosing the right career. A regular
 10

counselling session is about listening to the child and giving respective

suggestions (Borges, 2014).

The Behaviour of Students in School

Student`s behaviour in school had 3 predictors: respectfulness; self-control;

and self-discipline. The value of respect in school cannot be undersold. It is as

powerful of a change agent as a new program or a great teacher. A lack of respect

can be downright detrimental, completely undermining the mission of teaching and

learning. In recent years, it seems that a “respectful learning environment” is

almost non-existent in many schools across the country. When respect becomes

the norms, the teacher are impacted significantly as well. Retaining and attracting

great teachers becomes easier when there is an expectation of a respectful

learning environment. No teacher enjoys classroom management. There is no

denying that it is a critical component of teaching. However, they are called

teachers, not classroom managers. A teacher's job becomes much simpler when

they are able to utilize their time to teach rather than disciplining their students.

(Meador, 2016).

Respect denotes both a positive feeling of esteem for a person and also

specific actions and conducts representative of that esteem. Respect can be

defined as allowing yourself and others to do and be their best. One of the best

ways to earn a student's respect in the classroom is by being the kind of person

your students want to become. Put another way, if your students don't want to

become you, then you don't need to be there (Rawling, 2014).

 11

The opinions of even high school students should be sought when preparing

school policies. This way she claims respect could be sustained. This single

statement even shows clearly that the complaints college students always have

had related to not receiving the respect they deserve start at the high school level.

More often than not one would hear teachers asking why they should listen to

students, adding the teachers are the ones who hold the power. However, you

would hear students complaining about teachers seeing the student`s way below

them, and wanting to be treated like the all-mighty. If high-schoolers have such

perceptions of teacher respect toward students, college level students would

definitely have more to say on why they would anticipate respect from their

instructors (Gelkan, 2014).

However, Self-control allows children to stop ineffective and inappropriate

actions so that they can plan, consider, and display appropriate behaviour. Self-

control is important children’s ability to size up and monitor a situation before

acting. This skill is important in noticing the nonverbal and social cues that help

guide behaviour. Self-control is important in understanding acceptable behaviour

in a particular situation and is a necessary component in considering the possible

consequences of one’s behaviour (Patterson, 2015).

One way to practice self-control is to go against the rules. For example,

one study wanted to test students’ ability to self-regulate, which would mean they

would have to go against what they know. The researchers took a group of pre-

schoolers, both self-disciplined and not, and had them play the game “Red Light,

Green Light.” In the normal version of the game, the students would run on green
 12

and stop on red. For the study, they changed the rules and asked the students to

do the opposite, run on red and stop on green. What they found was the students

who were already self-disciplined had not changed their behavior, but the students

who did not have any self-control beforehand had now gotten better. By playing

games that go against the rules, students who do not know how to self-regulate

will learn to gain more self-control (Cox, 2016).

Self-control helps us manage motivational conflicts. A motivational

conflict is when motivations clash in ways that prevent action. People have many

motivations, most of which benefit themselves and society. Our motivation to eat

arises out a natural concern to ensure our own survival, whereas the motivation

for sexual intercourse arises out of a natural concern to pass our genes to the next

generation. Motivations to seek affiliation and to protect ourselves and loved ones

from harm also offer examples of basic, fundamental motivations that promote

individual and collective well-being (DeWall, 2014).

Self-control strategies for behavioral change have been applied in a variety

of settings with a broad spectrum of individuals presenting a range of abilities and

needs. The literature on behavioral self-control reflects this diversity of application

ranging from typically developing children to those diagnosed with mild to severe

and profound developmental disabilities. The purpose of this article is to define

behavioral self-control strategies, define the possible component parts of such

strategies, and provide illustrations of how the components of behavioural self-

control strategies can be implemented in practice with young children as an early

intensive behavioral intervention (Barry, 2016).

 13

In its simplest form, behavioural self-control consists of at least two

behavioural responses connected by a functional relationship in that one response

controls the other. There must be the target behaviour that the child, or those

around the child, identifies to change and the self-control behavior that is used to

change the target behaviour. In operant terms, there must be a controlled and a

controlling behavioral response. Examples of behavioral self-control in everyday

life are numerous. For instance, we make grocery lists that influence what we buy

at the store; we set alarm clocks that influence the time we wake up; we write

appointments down on a calendar that influence our rate of attendance at

appointments (Hornyak, 2014).

The number-one trait needed to accomplish your goals in life is to have self-

discipline. Self-discipline is a learned behavior that not every student has. The

ability for a student to be able to monitor and control her own behavior is a concept

that many teachers would love their students to have, but unfortunately not all of

them do. For the students that do have a strong sense of self-

discipline, studies show that they outrank their peers in terms of academic

performance. In fact, students with high self-discipline are also known to behave

differently, have fewer absences, and do more homework than that of their less-

disciplined peers. Self-discipline is not only found to be related to a student’s

academic success, but to their behavior as well (Cox, 2016).

Monitoring student behaviour to dissuade deviance is key to creating a safe

school environment. However, mere monitoring of students on school grounds

does little to encourage compliance with community values while not on campus.
 14

Students who are not taught the basic values appreciated by society may have

little chance to learn them, especially if they live in a toxic home environment.

Values such as honesty, integrity, respect for others, and loyalty form the

foundation of a person’s character and encourage citizenship. These moral and

ethical principles should be taught to students early in their academic career and

reinforced whenever possible (Richard, 2014).

There are two major underlying assumptions of the self-discipline approach

to classroom management. The first is that students are able to regulate their

behavior. That is, they are able to recognize when they are misbehaving and to

correct their bad behaviour. If one of the students doesn’t know when they are

doing something wrong, the self-discipline approach won’t work for him or her (Lui,

2014).

Every students should practice self-evaluation in their school life. The

teachers cannot properly teach in the class if the students are not disciplined. Just

think of a school, where the students come at irregular hours, go home when it

suits their sweet will. Little education can be imparted in such a school and such

little education will not be of any use. Students will not be able to prepare

themselves for examination, and their results will be poor (Metha, 2015).

On the other hand, teachers also communicate their expectations for

students' behavior through their own discourse. When teachers use a recitation

approach in which they assume primary responsibility for solving the problem, ask

students to provide only answers to discrete steps, and rarely encourage students

to verbalize their thinking, groups may adopt an interactional style in which help-
 15

givers do most of the work and infrequently monitor other students' level of

understanding. In contrast, training teachers to use specific skills to challenge

students' thinking encourages students to probe each other's opinions,

acknowledge each other's ideas, and attempt to relate new information to ideas

previously discussed (Webb, 2015).

Self-evaluation and student discipline and is complicated process in

student’s life involves a lot of people like school staff, students, and their parents.

It may mean something very different to people from different backgrounds, with

different experiences and in different circumstances. Most schools have rules and

a reward/punishment scheme to monitor student’s behaviour. Thus, when the

issue of discipline turns up in to a discussion, then the argument would centre on

how many rules there should be, whether it is too much or too little punishment,

and what kind of punishment and reward works best (Irwin, 2016).

Correlation between Measures

There is a significant relationship between the two variables in which the

parental involvement relatively influences the students’ behaviour in school.

Parental involvement affect the attitude, feelings and actions in the students’

behaviour in school. Likewise, students’ attitude, feelings and actions affects the

actions of students inside the classroom. It has an important difference in parental

involvement rates between the academic achievement and school behaviour of

Latino pre-kindergarten through college-age children. Parental involvement levels

were significantly higher in upper and middle-class neighbourhoods than in low-

income communities (Jeynes, 2017).

 16

During the last few decades Parental involvement [PI] has grown a vast

consideration of practitioners and researchers due to its positive association with

students’ educational achievement. Better parent-teacher relationship increases

self-perception and satisfaction among teachers. The involvement of parents in

schools gives them opportunity to monitor and observe school activities and

cooperate with teachers to stimulate and inspire students’ behavior to complete

homework assignments (Isaiah et. al., 2014).

Parents are responsible for the batter future of their children. With the passage

of time child learns listening, speaking, reading, and writing. The involvement of

parents has impact on child’s development and growth significant association with

students’ academic performance. Parental involvement is defined as resources,

strategies, actions that parents use to develop social and academic orientation

among students. The effective strategies that parents use are parental support,

collaboration, and interaction with society. Children’s education needs positive role

of parents to play. Parental involvement has two- way and expressive

communication concerning academic culture with school activities (Tirdia et. al.,

2015).

School is the place where children’ attitudes, interests, and habits are

developed. Different factors like student teacher relationship, protection, and the

parent- teachers’ interaction in school. Parental Involvement is the support of

parents in their kids’ education with the willpower of ratifying their studies. It is

known among investigators, legislators, and instructors. Academic performance

and attention in learning happen when parents feel the responsibility of education
 17

for their children. In the beginning of the school years, parents support their

children, complete homework assignments, discuss their academic progress and

school activities (Mapp, 2014).

There is no universal agreement on what parental involvement entails. It can

take many forms, from involvement at the school through home-based activities

such as reading to the child, teaching songs or nursery rhymes and assisting with

homework. Most studies focus on parents' involvement in the life of the school and

their involvement in support of the individual child at home. Parental involvement

with the school and teachers has been found to improve children's academic

achievement and social functioning at school. Parental involvement in school

activities is reported to cause improved behaviour and attitudes, better emotional

adjustment and greater well-being and improved social competence (Hill et. al.,

2014).

Measures of adjustment in terms of behaviour include constructs or domains

related to internalizing and externalizing behaviours. Anxiety, avoidance and

negative attitudes in class, accepting and conforming to the demands of classroom

routine and organization, restlessness, fidgeting and poor concentration. Teachers

and parents comment that children are hyperactive or aggressive or withdrawn but

have difficulty defining particular behaviours that contribute to these broad

constructs (Margetts et. al., 2014).

Parent involvement in a child's early education is consistently found to be

positively associated with a child's academic performance. Specifically, children

whose parents are more involved in their education have higher levels of academic
 18

performance than children whose parents are involved to a lesser degree. The

influence of parent involvement on academic success has not only been noted

among researchers, but also among policy makers who have integrated efforts

aimed at increasing parent involvement into broader educational policy initiatives.

Coupled with these findings of the importance of early academic success, a child's

academic success has been found to be relatively stable after early elementary

school. Therefore, it is important to examine factors that contribute to early

academic success and that are amenable to change (Entwisle & Hayduk, 2017).

Moreover, parent-child interactions, specifically stimulating and responsive

parenting practices, are important influences on a child's academic development.

By examining specific parenting practices that are amenable to change, such as

parent involvement, and the mechanisms by which these practices influence

academic performance, programs may be developed to increase a child's

academic performance (Committee on Early Childhood Pedagogy, 2018).

While parent involvement has been found to be related to increased

academic performance, the specific mechanisms through which parent

involvement exerts its influence on a child's academic performance are not yet fully

understood. Understanding these mechanisms would inform further research and

policy initiatives and may lead to the development of more effective intervention

programs designed to increase children's academic performance (Hill & Craft,

2014).

Past research on parent involvement has identified a generally positive

association between parents’ engagement in their children’s education and

 19

students’ outcome. Similarly, school intervention studies show that efforts to

improve student outcomes can be more effective when the family is involved.

Previous work, however, has largely focused on academic achievement outcomes

rather than student behaviors. Yet, a recent longitudinal examination of parent

involvement across a nationally representative sample of first, third, and fifth

graders found that while involvement did not predict increases in academic

achievement, it did predict declines in problem behaviors (El Nokali et al., 2015).

Studies that examine distinct dimensions of parent involvement frequently

demonstrate positive relations with children’s behaviors. For example, using time-

lagged growth models, found that parent involvement activities like homework help

and school volunteering predicted lower levels of future behavior problems for

elementary school children, relative to parents who did not engage in these

activities. In addition, multiple dimensions of involvement (school based, home

based, and home school) related to young children’s positive socio-emotional

outcomes in a cross-sectional study of urban, ethnic minority children (El Nokali,

et. al., 2015).

One dimension of parent involvement has been related to poor behavioral

outcomes. Such evidence has given rise to the reactivity hypothesis, or the theory

that frequency of parent involvement increases when students act out in school.

For example, controlling for initial behavior problems, direct communication

between teachers and parents in first grade predicted increases in student

behavior problems in third grade. The authors noted that parents may have waited
 20

until serious problems occurred at school before becoming involved (Mcneal,

2014).

Although parent involvement has been studied at various stages, it is critical

to examine the construct at the start of formal schooling because early experiences

may influence future involvement activities. A great deal of emphasis in

kindergarten is placed on helping children regulate their behavior in order to benefit

from academic instruction and succeed in social interactions. Despite the

importance of parent involvement at the beginning of formal schooling, few studies

have examined parents’ engagement on student behaviors in kindergarten (Blair,

2015).

Given ecological theories and empirical work demonstrating that families

and schools together are the critical influences in the lives of young children, it is

surprising that research has yet to examine the interactive effect of parent

involvement and teacher emotional support on children’s behaviors. Teachers who

are emotionally supportive in the classroom can be expected to interact with and

engage with parents in qualitatively different ways than teachers who are less

emotionally supportive. For example, emotionally supportive teachers may be

collaborative and respectful, creating a space where parents feel comfortable

voicing their concerns. Such teacher directed actions may help parents better

understand their children’s school challenges and monitor their problematic

behaviours. In contrast, less emotionally supportive teachers may be more

directive and dominant in their inter-actions with parents, possibly leading to less
 21

positive and productive communication about the child’s problems and progress

(Walker, 2014).

The foregoing presentation and discussion of various literatures had helped

bring into focus the importance on the impact of parental involvement to the

behaviour of students. The literature presented had also helped the researcher

realized that the parental involvement has a great influence on the behaviour of

students in school, specifically in Lorenzo S. Sarmiento Sr. National High School.

Theoretical Framework

This study is anchored by the proposition of Friedel (1986), he noted that

parental involvement in its many and varied ways is a vital parameter for increasing

students’ behaviour in school which can be measured through the following

indicators, communication on child’s development, proper guidance, and proper

counselling (Lee, 2006). The reason why parents are considered the most

essential others in their children’s early and later lives is because children observe

and learn from, and later apply as parallel their early observations.

This study is also supported by De Carvalho (2001) and Jeynes (2011)

hypothesized that it is universally accepted within the literature that parental

involvement is a positive and necessary force in students’ behaviour which can be

measured through the following indicators self-control, self-evaluation,

respectfulness (Celkan,2014). But the choice of strategies for promoting parental

involvement depends on a more accurate understanding of why parents are so

influential on student achievement and behaviour.

 22

Further support to this study is Baker (1987), he stated that parental

involvement in the students’ behavior in school can lessen the responsibilities of

teachers to discipline them.

Conceptual Framework

Presented in figure 1 is the conceptual framework of the study. The

independent variable in this study is the parental involvement with the following

indicators: communication on child’s development, proper guidance and proper

counselling. Communication on child’s development is the ability to convey a

message to another person through sounds, speech, signs, or writing. Proper

guidance teaches to plan and make decisions about work and learning. Proper

counselling should reduce the client's confusion, allowing them to make effective

decisions leading to positive changes in their attitude and/or behaviour (Lee,

2006).

The dependent variable is the academic performance of the students with

the indicators: respectfulness, self-control and self-discipline, as it stands, is very

controversial concept. Respectfulness there is showing politeness or deference, a

respectful reply to their parents as well as the teachers. Self-control is an aspect

of inhibitory control, is the ability to regulate one's emotions, thoughts, and

behaviour in the face of temptations and impulses. While the self-discipline there

is the ability to control one's feelings and overcome one's weaknesses (Celkan,

2014).
 23

Independent Variable Dependent Variable

Behaviour of students
Parental Involvement

 Communication on
 Respectfulness
child’s development
 Self-control
 Proper Counselling
 Self-evaluation
 Proper Guidance

Figure 1. Conceptual Framework of the study

 24

Significance of the Study

The findings of this study may serve as the basis of parental involvement to

the behaviour of students in school. The outcome of this research may provide

insights to all school heads to improve the parental involvement for having

harmonious relationship within the school. It may provide information to all school

administrators particularly in the behaviour of students of students. It may develop

the understanding of the administrators in the different culture and family

backgrounds of the students. The results of this study may give motivation to the

students, that they may continue participating and working their daily tasks

because they know that they have a parent that willing to support and guide in

terms of education. It will informs the students regarding on how they will act in

school with dignity and actively participated in school. It may help the students in

coping with the changes of the atmosphere in school.

Furthermore, the results of the study may eventually benefit the student

since this study is conducted to evaluate the influence of parental involvement and

the behaviour of students in school, it may encourage and enable them to make

greater progress. Finally, the findings of this study may provide future researchers

a starting point how to expand the courage of the research in terms of the variables

covered in the study.

Definition of Terms

Parental Involvement. The participation of parents in regular, two-way, and

meaningful communication involving student academic learning and other school

activities, including ensuring that parents play an integral role in assisting their
 25

child's learning; that parents are encouraged to be actively involved in their child's

education at school; that parents are full partners in their child's education and are

included, as appropriate, in decision making and on advisory committees to assist

in the education of their child; and the carrying out of other activities, such as those

described in section 1118 (U.S. Department of Education. Elementary and

Secondary Education, 2004, April).

Students’ Behaviour. School support the learning, wellbeing, and safety

of all students. Collaboration between staff, students and parents/careers is

fundamental to maintaining positive student behaviour and effective discipline in

public school (King, 2000).