Teachers' motivational strategies: Mediating effect of parental involvement for positive student outcomes

This study aimed to explore the effectiveness of Teachers’ Motivational Strategies in promoting parental involvement and the possible impacts on schooling outcomes of elementary pupils in Magaud, Loreto, Agusan del Sur. The research employed a quantitative descriptive-correlational research design, utilizing a survey questionnaire as the primary data-gathering tool. The participants were the parents whose children are officially enrolled in Magaud Elementary School from Kindergarten up to Grade Six. A modified survey questionnaire was developed that focuses on the teacher’s motivational strategies and parental involvement. The grades were gathered as secondary data that serve as students' outcomes. The data collected were analyzed using statistical methods such as mean, Pearson Product-Moment Correlation, and Analysis of Variance (ANOVA). The results showed a high level of teachers’ motivational strategies and parental involvement. The findings revealed that parents tend to maintain a relatively consistent level of involvement in their children’s education, regardless of whether their child is in the early or later years of elementary schooling. There was a negligible positive relationship between parental involvement and student outcomes.