HomePsychology and Education: A Multidisciplinary Journalvol. 10 no. 1 (2023)

Parents’ Socio-Economic Status and Their Roles in the Implementation of Full InPerson Classes in Alabat Island, Division of Quezon: Basis for School Intervention Program

Arvin Aguho | Jalos Leodegario Jr.

Discipline: Education



This Quantitative-descriptive study described the socio-economic status of the respondents in terms of educational level, income, and employment status to depict the roles of the parents in the implementation of full In-person classes when they are grouped into the socio-economic status as: Partners of the school, Clients of the school and Home-educators. There were three hundred sixty-two (362) respondents purposively chosen in January to March of the school year 2022-2023. Questionnaire and Likert Scale was used to gather the data to describe and explain the present conditions and characteristics which were used in designing Parent Education Program (PEP) based on socioeconomic status and roles and their relationship using SPSS. Finding the study showed that Majority of respondents’ educational status are up to the elementary level only with a total frequency of One hundred ninety-six (196) which is equivalent to 54%. Occupation were self-employed with a total frequency of two hundred thirty-nine (239) which is equivalent to 66%. Monthly family income is ? 11, 957 and below with a total frequency of two hundred fifty-one (251) which is equivalent to 69%, which can be interpreted as families with low income but not poor to families that are poor. Place of residence are on the urban area with a total frequency of two hundred thirty-six (236) which is equivalent to 65%.It was concluded that Parents who performed their role as partners of the school who ensured that their children attend to school daily so they could not miss vital instructions and lessons. Hence, on a regular basis, parents who display positive attitude toward the school personnel that would result to a full respect for each other. Likewise, Parents who performed their role as home-educators who set their selves as a model to their children so they could bring and act right in the school. Therefore, Educational status, occupation and income had high significant correlation to their roles as partner of the school, client of the school and home educator. Somehow, place of residence had low but significant correlation.


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