Values-driven customs on learners’ values development: basis for an action plan

The research sought to investigate the development of values among students in Grades 1 to 3 within the Calape District., focusing on the relevance of reinforcing core Filipino values amidst evolving societal norms and the function of early education in molding ethical practice. This study was to determine whether parents' values-driven customs influence the values development of Grades 1–3 learners, as perceived by their teachers. The study utilized surveys administered to parents and teachers to gather data on values-driven customs and learners' values development. Regression analysis and Pearson's r correlation were conducted to examine relationships between parents' values-driven customs and teachers' perceptions of learners' values development. The majority of parents were female, aged 30–39, married, and high school graduates. The overall interpretation of parents' values-driven customs was very high, indicating strong adherence to core Filipino values. Among these values, Makabansa (nationalism) scored the highest, reflecting strong national pride and a commitment to community. However, Makatao (concern for others) received the lowest score, suggesting interpersonal values might need more emphasis in the community. Learners' values development was rated as "Sufficiently Developed" across both quarters, showing learners were applying values positively, though further growth is needed. Regression analysis revealed the parents’ gender was statistically significant in influencing teachers' perceptions, with female parents having a stronger influence on teachers’ views of learners’ values. Pearson r correlation showed no significant relationship between parents' values-driven customs and learners' values development. Teachers' perceptions are more influenced by classroom behavior than by parents' customs. Schools should strengthen values education and encourage father involvement.