Abstract : Parenting styles and socio-emotional learning (SEL) development in Santiago City, Philippines, Basic Education Center pupils are examined in this study. To better affect student development in school, the introduction emphasizes understanding this relationship. Stratified random sampling was used to choose Grade 1-6 pupils and their parents or guardians for a quantitative correlational study. The Parenting Style and Dimension Questionnaire (PSDQ) assessed authoritative, authoritarian, permissive, and neglectful parenting styles, and the Student SEL Competency Scale determined SEL domains. Descriptive statistics (mean and standard deviation) described the sample and SEL level, while the Pearson Product-Moment Correlation Coefficient determined significant associations and directionality. Authoritative parenting styles dominate (90.4%), reflecting parents’ parenting approaches. Students improved in all SEL skills, especially self-management and social awareness. The expected positive association between authoritative (r=0.281, p=0.016) and permissive (r=0.302, p=0.009) parenting styles and students’ relationship abilities was found in the inferential analysis. Parenting style did not correlate with self-management, social awareness, or emotion detection. The findings suggest that authoritative parenting improves Filipino families and students’ relational skills. The unexpected positive association between permissive parenting and relationship skills merits more investigation, as both parenting styles may offer warmth and support without heavy parental control. This study emphasizes the significance of family in social-emotional learning and recommends that schools and others embrace warm, loving parenting methods to help pupils grow and develop.
O. et al. (Thu,) studied this question.