Parental Engagement and Its Relationship to Perceived Academic Achievement and Emotional Wellbeing of Grade One Learners

This study explored the relationship between parental engagement and the perceived academic achievement and emotional wellbeing of Grade One learners at Basak Elementary School. The research focused on five dimensions of parental engagement: autonomy support, controlling involvement, structure, responsiveness, and general involvement. A validated and pilot-tested researcher-made questionnaire was used to gather data from parent respondents. The results showed that most parents engaged frequently in supportive, responsive, and structured practices, while controlling behaviors were rarely used. Learners were generally perceived to perform well academically and to exhibit positive emotional wellbeing, especially in areas such as empathy, emotional regulation, and cooperation. Correlation analysis revealed a significant moderate positive relationship between structured parental engagement and academic achievement (r = .413, p