Parental Involvement and Expectations: Its Relation to the Academic Performance, Behavior, and Aspirations of Students in Technology and Livelihood Education

The study aimed to investigate the involvement and expectations of parents and their relation to the academic performance, behavior, and aspirations of students in Technology and Livelihood Education (TLE). The research was conducted using a survey questionnaire, and the quantitative data were gathered and treated using frequency count, mean, standard deviation, and Pearson r. The study results revealed that the parents of the respondents who were actively involved were female, with a majority having a high school education. They had one or two children, and their monthly income was mainly within the minimum wage bracket. In terms of the extent of parental involvement, the respondents indicated that their parents were primarily involved in parenting and communicating roles. However, there was low involvement in volunteering, decision- making, and community collaboration. This study also found that the respondents described themselves as having excellent performance. Additionally, the students generally exhibited positive behavior and had high aspirations. Furthermore, the study revealed a significant relationship between parental involvement and expectations of academic students’ academic performance, behavior, and aspirations, suggesting that parental involvement and expectations play a crucial role in the student’s academic and personal development in Technology and Livelihood Education