Parental School Involvement, Teacher Humor Styles, and Student Engagement Among Grade 7 Students in Catholic Schools

This study examined the influence of parental school involvement and humor styles of teachers on student engagement in Values Education among Grade 7 students in Catholic schools. A quantitative research approach utilizing a descriptive–correlational design was employed to determine the levels, relationships, and predictive influence of the identified variables. A total of two hundred and one (201) Grade 7 students from the University of the Immaculate Conception and Holy Cross of Mintal in Davao voluntarily served as research respondents. The research instruments that were utilized were validated and pilot-tested. These research instruments were used to measure parental school involvement in terms of parental expectations, parent–child communication, homework support, and school-based involvement; humor styles of teachers in terms of affiliative, self-enhancing, aggressive, and self-defeating humor; and student engagement across affective, behavioral, and cognitive dimensions. Statistical tools such as mean, standard deviation, Pearson product–moment correlation, and multiple regression analysis were utilized in analyzing the data. Findings revealed that parental school involvement, humor styles of teachers, and student engagement were generally at high levels, indicating that supportive parental practices, constructive teacher humor, and active student participation were frequently experienced among Grade 7 students. Results further showed significant relationships between parental school involvement and student engagement, as well as between humor styles of teachers and student engagement. Moreover, the combined influence of parental school involvement and humor styles of teachers significantly predicted student engagement in Values Education, suggesting that both home and classroom environments play vital roles in fostering meaningful participation and moral learning among students.