Exploring the Nexus Between Teacher Communication Styles and Parental Attitudes Towards School Involvement: A Quantitative Study

The purpose of this study was to determine which domains of teacher communication styles significantly influence parental attitudes towards school involvement. This study used the descriptive-correlational research design. The respondents of this study were 74 parents of students enrolled in Tungkalan Elementary School, Piedad District, Davao City Division. The researcher used Tabachnick and Fidell's (2007) formula, n = 50 + 8(m), in selecting the respondents. The gathered data were analyzed and interpreted using statistical tools, including the mean, Pearson r, and multiple linear regression. The results revealed that, at the level of teacher communication styles, aggressive, passive, and assertive communication styles were sometimes evident. On the other hand, the level of parental attitudes towards school involvement in terms of Parent involvement at home, parent involvement with school, and parent desires and expectations was described as oftentimes evident. Furthermore, it was found that a significant relationship exists between teacher communication styles and parental attitudes toward school involvement. Lastly, the results revealed that teacher communication styles—namely aggressive, passive, and assertive communication styles — significantly influence parental attitudes towards school involvement. Thus, it is recommended that Teachers should adopt more consistent and assertive communication strategies to engage parents and support student development effectively.