Parental Guidance and Teacher Performance as Predictors of Students Academic Achievement

This study examined parental guidance and teacher performance as predictors of students’ academic achievement among elementary school students in selected public elementary schools. Specifically, it determined the respondents’ demographic and educational characteristics, assessed the level of parental guidance, teacher performance, and students’ academic achievement, examined the relationships among the variables, determined the predictive influence of parental guidance and teacher performance on academic achievement, identified differences according to selected characteristics, and determined the challenges encountered by students. The study employed a descriptive-correlational research design. Data were gathered using a structured questionnaire covering parental guidance, teacher performance, academic achievement, challenges, and recommendations. Descriptive statistics, Pearson product-moment correlation, multiple linear regression, t-test, and analysis of variance were utilized to analyze the data. The findings indicated that parental guidance was at a high level with an overall mean of 3.73, while teacher performance was also rated high, with an overall mean of 3.98. Students’ academic achievement was likewise assessed as high, with an overall mean of 3.87. Parental guidance had a significant positive relationship with academic achievement (r = .403, p < .001), while teacher performance demonstrated a stronger significant positive relationship (r = .515, p < .001). Multiple regression analysis further showed that parental guidance and teacher performance significantly predicted students’ academic achievement, explaining 34.5% of the variance (R² = .345, p < .001). Teacher performance emerged as the stronger predictor. No significant differences were found when the major variables were grouped according to selected respondent characteristics. The major challenges included heavy academic workload, limited parental time, time-management difficulties, assignment completion difficulties, and limited learning resources. Based on the findings, an enhancement plan was proposed to strengthen parental involvement, improve teacher performance, enhance parent-teacher collaboration, provide learner support, and promote students’ academic achievement.