Influence of Teacher Competence and Perceived Parental Involvement on Schooling Readiness among Kindergarten to Grade 1 Learners

Abstract

Schooling readiness is shaped by conditions in both home and school environments. This study examined the relationships and predictive contributions of teacher competence and perceived parental involvement to schooling readiness among Kindergarten and Grade 1 learners in the West and East Buhangin Districts of Davao City, Philippines. A quantitative correlational design was used. Data were obtained from 104 public-school teachers selected through stratified random sampling using questionnaires measuring teacher competence, perceived parental involvement, and schooling readiness. Descriptive statistics, Pearson product-moment correlation, and multiple linear regression were applied. Teacher competence had a mean of 3.69, perceived parental involvement had a mean of 3.47, and schooling readiness had a mean of 3.40; all were interpreted as very high. Teacher competence was positively correlated with schooling readiness (r = .330, p = .001), while perceived parental involvement showed a stronger positive correlation (r = .529, p < .001). The regression model was significant, F(2, 101) = 20.720, p < .001, and explained 29.1% of the variance in schooling readiness. Perceived parental involvement independently predicted schooling readiness (B = .439, β = .476, p < .001), whereas teacher competence did not (B = .152, β = .119, p = .208). These findings indicate that constructive parental involvement is a particularly important correlate of readiness in the surveyed setting, while teacher competence remains positively associated with readiness. Strengthening coordinated home-school engagement may support learners’ preparation for formal schooling.