Impact of

Parenting Styles in
Relation to the
Interpersonal
Skills of Grade-10
Students in
Pedro E. Diaz High School

Submitted by:

Ruffa Mae Desquitado

Trisha Mae Mugas
Aj Binas
Krisia Martinez
Niljay Angana

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Introduction:

Children`s semi-structured home learning environment transitions into a more

structured learning environment transitions into a more structured learning
environment when children first grade. Early academic achievement enhances later
academic achievement. Parent`s academic socialization is a term describing the way
parents influence students` academic achievement by shaping students` skills,
behaviors and attitudes towards school. Parents influence students through the
environment and discourse parents have with their children. Academic socialization
can be influenced by parents. Highly educated parents tend to have more stimulating
learning environments. Further, recent research indicates the relationship quality with
parents will influence the development of the academic self-efficacy among
adolescent-aged children, which will turn affect their academic performance.
Children`s first few years of life are crucial to the development of language and social
skills. School preparedness in these areas help students adjust to academic
expectancies. Nowadays, youth spending a majority of their afterschool time in
organized activities, it is important to understand the influence that academic
performance they do can benefits they behaviorism.

Parenting style doesn't refer to your personal sense of fashion as a parent. Instead,
this term focuses on how the parent acts and reacts to the child. This includes
expectations, beliefs and values surrounding how parents support and punish their
children. These run the gamut from unsupportive and controlling parents to warm,
democratic moms and dads who let their kids lead the way. Parents may or may not
have a sense of awareness when it comes to their own style and how it affects their
children.

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 Child development professionals typically think of parenting styles in terms of
four main categories. According to the NYU Child Study Center the four types of
styles are: Authoritarian, authoritative, permissive and uninvolved. Authoritarian
parents are typically highly controlling and strict when interacting with their children.
These parents value obedience and have little sensitivity to the child's own desires or
decision making skills. An example would be: "Do this because I say so!"
Authoritative parents set limits, but in a much more democratic sense.While still firm
rule-makers with their children, authoritative parents use kindness and warmth to
motivate and support their children. An example would be: "You need to do this
because it is necessary for your development." Permissive parents are just as kind and
warm as authoritative ones, but lack rule-setting skills and typically indulge their
children's whims. An example would be: "Whatever you want to do is fine with me."

The fourth type, uninvolved, is exactly as it sounds: Having a lack of

involvement in the child's day to day life and overall development. The type of
discipline you use can have a dramatic effect on your child’s development. Your
discipline strategies can have a big impact on the type of relationship you have with your
child. The various approaches to discipline can even influence a child’s mood
and temperament into adulthood.

While every parenting style impacts the positive child's development,

authoritative parents tend to have the most positive outcomes when it comes to their
kids. The balance between a firm framework of rules and a loving, supportive
environment allows children to develop with an appropriate amount of guidance.
Although authoritative parents do exert control over their children, this style does
promote a more democratic, or at times child-centered, type of development in which
the child may assert her own sense of independence. Children with authoritative
parents may show healthy signs of social development when interacting with peers
and other adults, and have a higher degree of emotional self-control than kids who

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have parents who use other styles. Aside from authoritative, the other negative three
styles -- authoritarian, permissive and uninvolved -- have a less than positive effect on
child development. This doesn't mean that every child who has a parent that
subscribes to one of these styles is left in a developmental void. Instead, these styles
may not have the best developmental results or outcomes in comparison to more
authoritative parents. Authoritarian parents may promote skills such as self-regulation
through their high expectations for obedience, but will typically not give their
children the opportunity to develop self-expression. In contrast, children of indulgent
parents may have extensive chances for self-expression, but lack the rule-focused
framework to build emotional regulation and control. Children with uninvolved
parents may suffer developmentally from a lack of warmth, interest or attention.

Most of the parents are one of the involved in their children when talks to the
behavior and how their children will act if they are not beside on their parents, their
styles of caregiver can have both Immediate and lasting effects on children’s social
functioning in areas from moral development to peer play to academic achievement.
Ensuring the best possible outcome for children requires the parents to face the
challenge of balancing the maturity and disciplinary demands they make their
integrate of their children into family and social system with maintaining an
atmosphere of warmth, responsiveness and support .

Interpersonal skill develop on how they will socialize to the people they will
encounter in their everyday lives. There`s nothing quite like on how your child facing
their behavior as it is reflected back to your child. However, if you are conscious of
your own personality and parenting style, you can use those moments as learning
opportunities to assess the inner workings as a parent. According to Diana Baum-rind
in 1996 as permissive, authoritative, and authoritarian are used as normative guides of
the differences in the way parents influence their children psychologically and

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behaviorally. To determine your own parenting style, it is easier to look at diagnostic
principles behind the defined parenting style. Our initial thoughts concerning the
correlation between parenting styles and the ability for emerging adults to effectively
communicate interpersonally were similar with our actual findings. However certain
variables such as gender and personality could potentially hinder particular
individuals to be an effective interpersonal communicator. Literature we researched
proved that behavioral characteristics acquired by emerging adults varied according
to the child rearing styles. Through secondary research we were unable to find
definite claims that connected particular child-rearing styles to interpersonal
communication skills of emerging adults. We were able to address variables and
successfully connect strong commonalities and themes between these variables.

The study made by the researchers` aims to determine the parenting styles of
mothers on how their child affects the behaviorism in school of selected public high
school in Pedro E. Diaz grade 10 students. In addition, they will find out the
significant relationship of these parenting styles to the levels of behaviorism.
Researchers have discovered four types of parenting styles. These different styles are
dependent on what the parent feels the child needs from them.

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THEORETICAL FRAMEWORK:

This study is based upon the theories of Diana Baumrind’s Parenting Styles
(1970).

According to Baumrind, there are four types of parenting styles on parenting a child
namely
(1) Authoritative Parenting, (2) Authoritarian Parenting, (3) Permissive Parenting,
and (4) Uninvolved Parenting

Authoritative Parenting is considered the “ideal” parenting style and seems to

produce children with high levels of self-reliance and self-esteem, who are socially
responsible, independent and achievement-oriented. Parents on this parenting style set
rule and high expectations however; they still a lot room for correction, mistakes, and
second chance for their children rather than punishment. This kind of parenting style
is much more democratic. They want they children to be assertive as well as socially
responsible and self-regulated as well as cooperative. (Baumrind, 1991)

Permissive Parenting, sometimes referred to as indulgent parents, have very

few demands to make of their children. This parent maybe openly affectionate and
loving but set few or no limits, even when the child`s safety may be at risk. Their
children are free to do whatever they want to do because their parents believed that
they learn from their mistakes. Their parents make few demands for maturity or
performance, and there are often no consequences to behavior.

A failure on the upbringing of the child may result on failure to achieve and
overcome psycho-social stages of Dr. Erik Erikson`s especially on the first three
stages. Parenting does not end after your sons and daughters get married. As a parent,
it is your duty to guide them as they established their own family until reach your end
days.

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 This study made by the researchers will let you to know if age, educational
attainment and economic status of mothers affect their child-rearing and if there are
relationship between the levels of behavior among grade 10 students suspected
behavioral and parenting style until utilized their mothers.

CONCEPTUAL VARIABLES:

CONCEPTUAL VARIALBLES:
Independent
1. Demographic
Profile: Dependent
1.1 Age

1.2 Gender 1.1 Interpersonal Skills

1.3 Economic
Status

2. Parenting Style

2.1 Authoritarian

2.2 Authoritative

2.3 Permissive

2.4 Neglectful

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STATEMENT OF THE PROBLEM:

The study made by the researchers` aims to determine the parenting

styles of mothers of grade 10 students of selected public high school students in the
Pedro E. Diaz. Specifically this seeks answer to following questions.

The main problem of the study was to find out what are the behaviors
of the students because of the influence of Parenting Style of some students in Pedro
E. Diaz High School. Specifically it answers the following questions:

1. What are the demographic profile of the Students in PEDHS in terms of

following variables:
1.1 Age
1.2 Gender
1.3 Economic Status

2. What is the different parenting style that affects interpersonal skills of the
students of Pedro E. Diaz high school

2.1 Authoritarian

2.2 Authoritative

2.3 Permissive

2.4 Neglectful

3. What is the difference between the effect of authoritarian and authoritative

in interpersonal skills of the students of Pedro E. Diaz high school

4. What is the difference between the effect of authoritarian and permissive in

interpersonal skills of the students of Pedro E. Diaz high school

5. What is the difference between the effect of authoritarian and neglectful in

interpersonal skills of the students of Pedro E. Diaz high school

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Hypothesis:

Ho: there`s no significant difference between the effect of authoritarian

and authoritative parenting style in the students of Pedro E. Diaz high school

H1: there`s a significant difference between the effect of authoritarian

and authoritative parenting style in the students of Pedro E. Diaz high school

Ho: there`s no significant difference between the effect of authoritarian

and permissive parenting style in the students of Pedro E. Diaz high school

H1: there`s a significant difference between the effect of authoritarian

and permissive parenting style in the students of Pedro E. Diaz high school

Ho: there`s no significant difference between the effect of authoritarian

and neglectful parenting style in the students of Pedro E. Diaz high school

H1: there`s a significant difference between the effect of authoritarian

and neglectful parenting style in the students of Pedro E. Diaz high school

Ho: there`s no significant difference between the effect of authoritative

and permissive parenting style in the students of Pedro E. Diaz high school

H1: there`s a significant difference between the effect of authoritative

and permissive parenting style in the students of Pedro E. Diaz high school

Ho: there`s no significant difference between the effect of authoritative

and neglectful parenting style in the students of Pedro E. Diaz high school

H1: there`s a significant difference between the effect of authoritative

and neglectful parenting style in the students of Pedro E. Diaz high school

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 Ho: there`s no significant difference between the effect of permissive
and neglectful parenting style in the students of Pedro E. Diaz high school

H1: there`s a significant difference between the effect of permissive and

neglectful parenting style in the students of Pedro E. Diaz high school

SCOPE AND DELIMITATION:

The study employed the descriptive method of research in which the

researchers will be using survey to be answered by 150 students of grade 10 pupils in
Pedro E. Diaz High School as its respondents.

The mother-respondent were identified by means of assessing first the grade

10 students, nominated by teacher from Pedro E. Diaz High School- Main. The
researchers used the students-respondents from the previous study, “Impact of
Parenting Style of Grade 10 Students with their Behaviorism in Pedro E. Diaz High
School, SY 2016-2017”

SIGNIFICANCE OF THE STUDY

The material made by the researcher is important and must by the readers to
gain knowledge about different parenting styles of the grade 10 students.

Generally, the study will benefit the following persons of group of people.

Mothers are the first and the most influential being on the development of
children. They are the first teacher of these children who teach basic knowledge and
behavior. This study helps them to improve their parenting styles for their children
behaviorism.

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 Teachers and guidance counselors play a big role in advising parents and
students on how they are going to deal with a certain circumstances.

Once they knew about study made researchers, this will guide then towards a
effective counseling for responsible parenthood of the mothers

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 DEFINITION OF TERMS:

Authoritative- according to Merriam Webster it is having or showing impressive

knowledge about a subject: having the confident quality of someone who is respected
or obeyed by the people.

Authoritarian- expecting or requiring people to obey rules or laws: not allowing

personal freedom.

Permissive- giving people a lot of freedom to do what they want to do.

Neglectful- not giving enough care or attention to someone or something

Lack- to not have (something): to not have enough of (something) (chiefly US)

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 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDENTS

This chapter consists of the review of related literatures and studies from both local
and foreign resources.

LOCAL LITERATURE

The Philippine education act of 1982 states that “The state shall aid
and support the natural right and duty of parents in the rearing of the youth through
the education system, promote and safeguard the welfare and interest of the students
defining their rights and obligations, according to the privileges, and encountering
the establishment of sound relationship between them and other members of the
school community, promote the social, economic status of all personnel, uphold the
rights, defined their obligation and improve their ling and working condition and
career prospects, and extend support to promote viability of those institution through
which parents, students and school personnel seek to attain educational goal.”

In the article of Maria. Christina Regiz-Villoria (2011). Entitled.

“Building A Parent-teacher Relationship”, she emphasized that children do better in
school when parents talk often with teachers and become involved in the school. It
shows that, close communication between parents and teachers can help the students.
Becoming involved with parent-teacher organize (PTCA) gives the teacher and
parents the possibility to interact outside the classroom. In addition, the parent will
also have input to decisions that may affect their child’s education. What most parents
really want is high quality information about their child. They are involved at a very
intimate level in trying to figure out, in strategizing, in testing hypothesis; in really

13
learning what their child is becoming what they are doing, and what they experience,
competent insightful a duty think is happening with that child. Remember children
are extremely dynamic, they are constantly changing, physically, emotionally,
mentally, especially during the intermediate high school years. Parents are one look
out for what is coming next. If parents are treated with interest and respect, and
teachers are able to talk to them about their child in terms of his qualities and
character his/her assets and strengths, they are happy to be partners in terms of
improving performance. Parent and teacher conference should be viewed positively.

In the article of Del D. Feramil (2011), he emphasized the 15 positive

ways to help your child succeed. These include class participation, taking test and
doing homework. He recommended that in order to enhance the performance of the
child in class participation, view the topics being recovered in class with your child in
class participation, and review the topics being covered in class with your child. If
he/she feels well prepared, he is more likely to participate. Encourage your child to
share his opinion on current events. Let your child see that you are comfortable
speaking in front of the people. Involve your child in family discussion. Encourage
him to talk about thing he is doing both and out of school. Allow your child to feel
that he could come to you when problem arises. As your child to tell you something
that he learned at school: It will show that you are interested in his education. In
taking test he recommends the following: Be sure that your child gets a nourishing
breakfast on test day; encourage your child to study a little on a regular basis instead
of trying to cram at the last minute. Create a picture test with your child to try the
night before the real one; Reverse roles. Have your child turn what he has studies into
question to ask you. Give him internationally wrong and nonsensical answer so that
he can correct you./ You can give him some ways to help him relax- breathe deeply
focus on task. And just always say to your child “you can do it”. In homework he tells
that parents must create especial place and time for the child to do his homework.
When reading a book to or with the child, stop before finishing, and ask him to

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predict the ending, and then read it together. Having your child choose his own time
to do his homework will give him control and help him organize and plan for the
whole week. The child should do his own homework. Parents could give him then
advice and guide, and then let him/her to do it herself/himself.

In the article of Narmelita P. Espedio (2010) Entitled involvement

and participation on the Academic Practices in School emphasized that, “children and
develop best when the home and the school work closely together”

Active participation and involvement of parents in curricular and extra-

curricular activities could result in a better understanding of the nature of educational
institution and learning process. The pupils, teachers, and parent`s relationship are
strengthened trough associations in these activities. More active participation and
involvement of the parents should be done, since they are the first ones to influence
the child`s development, and have always been the most important agents of
socialization of their children. Organizations, like the Parent-Teacher Organization
(PTA) should exist in school. Parents should be invited to participate and to be
involved in organizational activities. They should be given individual responsibilities
to encourage them to take part especially in the policy-making and in the assessment
of the student`s performance. Their contribution should be welcomed and organized
by the school. Parents should understand the goals and purpose of the school so that
they will be more supportive of the expanded programs that the school wishes to
pursue. Parents should also feel and do their responsibilities to their children not only
at home but also in school affairs. Monitoring school activities as part of growth and
development of their children. It is quite alarming to note that nowadays, more
children are without guidance since parents tend to be very busy all the time. Some
children are drawn into drug addiction, alcoholism, delinquency, etc. As a means of
solving their problems. The root of all these problems is with the parents, who are the
most important agents of their children socialization behavior. Parents who

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understand the nature of their children, and who have more involvement and
participation in school activities also have more successful and responsible children at
home. Increasing parental involvement in charting out school activities and policies
would bring about a meaningful education for our children.

In the article of Virgie P. Lagundino (2010), entitled “The role of

Parents in Educating their Children” in a magazine” The modern teacher”, she
emphasized that the most crucial responsibility of a parent is to educate his children.
Education is pegged as the hope parents can hang on to as if the only thing left them
are their children. We live our philosophies and that is how powerful its implication is
to the children. If parents think low, they lose their moral; if they inspire, they will try
to face challenges; if they are ambitious; they will try to raise their goals or career to
choose in life. If they are dedicated parents to their work and their family, they too
will learn to be serious and consistent in their role as a student. What their see to their
parents tends to be what they want to become.

The next important role of role of a parent in the education of their

children is the right attitude towards dealing with them. They say raising adolescent is
like living the eye of hurricane. It is true that adolescent stages are very hard to
manage, but parents should approach this by simply thinking that were once like
them. Just to the opposite of what they did not like when they were young. If they do
not want to be scolded, then do not scold the children for no reason at all. Another
thing is understand that the children develop self-identity during their teens. They
should not be compared with other teens or to their other siblings. And much more
not to expect that they are like them because children are totally different from their
parents in almost all aspects. Give them the chance to be what they are. They have
their own emotions and ideas to relate, and these young individuals have an innate
craving to live in the ideas of their own. They have to accept in that respect. The
parents role is simply to guide them in their aspirations to the best of whatever they

16
are. If they do not excel in the school, they should not do underestimated. Most of life
realities happen outside the school. Always give the children to discover which of the
multiple intelligences they possess and guide to them to develop that intelligence to
the fullest. Parents must be sensitive to children`s interest, and encourage them to
grow with positive virtue.

FOREIGN LITERATURE

This is according to the report of the California Department of

Education (CDE) and the California Comprehensive Center at Wested (CHCC)
(2011), entitled “ The Family Engagement Framework: A Tool For California
Districts”. The emphasize of the said report was develop and expand school and
family partnerships to support improves student learning outcomes. It also serves as
guiding tool for education stakeholders (schools, districts, families, community) as
they plan for effective family engagement programs to support student achievement.
The targeted audience is for local schools, districts, families, and community partners.
The report combines research, practices, and program requirements. The report
discussed district principles (adopted from the Family Area Network (FAN) Broad
Model Strands of Family Involvement, staffing, professional development, plus
teaching and learning Demonstrated Leadership addresses funding. Monitor progress
addresses opportunity and equal education access. The district principles are
supported by federal state and activities. The activities are accompanied by rubrics
which describe basic, progressive and innovative implementation. The report also
provided tools for communicating with families.

In the article of Pette Barth (2011) entitled “Most Effective Parental

Involvement, he pointed the school leaders, educators, and certainly parents all
believe parent involvement is a key element in school success. The effective two-way
communication cultivates more parental support for the school priorities and policies.

17
And setting out the welcome mat for parents helps them to feel secure about sending
their children to school every day knowing they are with adults committed to their
learning. Indeed, he agreed that even effective parent involvement is not substitute for
good classroom instruction. But families can make teaching and learning much easier
for everyone- teachers, parents and guardians, and students- when they reinforce the
message at home that school is important. This can be as simple as monitoring
homework, making sure their kids get to school, rewarding their efforts, and taking up
going to college. All off these actions can contribute to better student performance as
measured by grades, test score, and attendance.

The article of Wherry, J.H (2010), entitled “This Parent Involvement

Nine truths You Must Know Now” was a special report prepared by The Parent
institute highlighted the importance of parental involvement in their child`s education
as well as best practices (“nine truths”) for school to engage parents. One best
practice is the idea that parental involvement is for the sake of increasing students
performance in school and not for volunteer staff or fundraising. The research show
the parent involvement in a student educational process makes a significance positive
difference. Communication with parent must be two-way and not only consist for
school feeding information, but also accepting information from parents. Parents
must be treated as parents in their child educational process and not like clients, and
the parent must trust the school and staff in order for partnership to occur. The report
have extensive list of factors that serves as barriers to parental engagement and ways
to schools to overcome those barriers. This list of barriers can serve as an important
tool for further researching policy options and devising policy solutions for the DC
school system and strategies for individual school to create parental involvement
plans. The repost also suggested that schools and parents take the same survey to
identify disconnects in communication and to trouble shout problem areas. This
article will be helpful to researchers as we identify causes and barriers to parental
involvement, as well as creating policy plan that support that grater measure of the

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strengthening parent/guardian involvement while accommodating the needs of
individuals schools and wants.

The US Department of Education, Office of innovation and

Improvement (2007) published a report entitled, “Engaging Parents in Education:
Lessons from Five Parental Information and Resources Centers” was able to discuss
the lessons that can be taken from the work of five outstanding Parent Information
and Resources Center (PIRCs). The report specifically considered the NCLB parents
involvement requirements and how Parent Information and Resources Center
(PIRCs)should provide leadership, technical assistance, and support in the
implementation of parent involvement policies and the strengthening of relationship
between schools and families Parent Information and Resources Center (PIRCs) need
to first understand their audience to complete these goal which will also help them
make education –related information available and understandable. Advice was given
on how to set up Parent Information and Resources Center (PIRCs) which should be
as localized as possible to tailor services to the community they are serving. They
should partner with community-based organizations to reach more parents. Parents
Information and Resource Centers (PIRCs) should also bring different stakeholders
together to discuss current issue in the school and order education problems. Parent
Information and Resources center (PIRCs) can also help move parents from
information to action. A survey is a good idea to assess the local needs. Parent
liaisons can also be helpful to gather information and provide for more outreach
.Parent Information and Resources Centers (PIRCs) can also train parents to be
leaders and train parents and educators to work together overall the major advice
from this report for Parent Information and Resources Center (PIRCs)is to do four
things; assess the needs of your constituents, be creative in effort to engage all

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parents, prepare parents and educators for partnership, and build greater
organizational capacity.

SYNTHESIS

The related literatures cited above provided the researcher necessary

related ideas. That the state shall aid and support the natural right and duty of parents
in the rearing of the youth trough the education system, promote and safeguard the
welfare and interest of the students by defining the rights and obligations, according
to the privileges, and encountering the establishment of sound relationship between
them and other members of the school community; promote the social, economic
status of all school personnel, uphold the rights, define their obligation and improve
their living and working conditions and career prospects; and extend support to
promote viability of those institutions through which parents , students and school
personnel seek to attend their educational goal.

That for children do better in school, parents talk often with teacher
and become involved in the school. This is also emphasized on the positive ways to
help the child succeed. These include the class participation, taking test and doing
homework. Furthermore, children learn and develop best when the home and the
school work closely together, where active participation and involvement of parents
in curricular and extra-curricular activities could result into a better understanding of
the nature of the educational institution and the learning process. Also, children are so
observant . What they see from they parents tends to be what they want to become.
Therefore, effective family engagement progress support student achievement.
Moreover, parents must be treated as parents in their child`s educational process and
not like clients, and the parent must trust the school and staff in order for a
partnership to occur.
As to the related studies cited above, it provide the researchers the opportunities to
assess the relevance of the present study with studies that were undertaken already.

20
That there is a significant correlation or relationship between authoritarian parenting
style and delay avoidance of the pupils study habits. However, there was a significant
difference between the school. Also, the success of the pupils in school made possible
not just through the guidance of the teacher but also according to the level of
involvement that parent can do. Furthermore, parents are the ones who have a strong
influence on their children`s life. Also, the school readiness intervention is need to
improve the home practices of parents in developing the school readiness of their
children. But, the problems/barriers hindered their parents in assisting them cope with
academic concerns.

RELATED LITERATURE

Foreign

Witmeyer 2007 stated that probably the strongest influence in our lives is the

family we grew up in. Our birth order. The personalities of our parents, the way we

are trated by our siblings, the socio economic stated by the family, their education the

placed we live in all these shape us at the time when we are most vulnerable to being

shaped.

Clogh 2006 concluded the cultural and social factors influence the behavior of

the children the socio-economic status of the family partly determines ones standard

of behavior. Children from high average and low socio-economic levels may be

grouped together in one class as these groups have different needs and previous

training from parents, standard of behavior will differ. A child who cannot adjust

right away to what is acceptable to the group may manifest forms of behavioral

problems.

21
 Hubbard 2009 sees that learning actually starts long before the children even

keep into a classroom. It start in the most important place of all the child`s home.

Yadao 2007 observed that good and bad behavior at home, depending on how

the children are brought up. Children learn how to behave properly in two ways; 1.

By listening to their parents advise. By watching their parents example, the behavior

of children at home is carried over the school. However, if children behaved well in

their homes due to extra ordinary strictness of their parents, they will like to behave

poorly at school.

David 2007 stated that because the Philippines is multi-ethnic society, there is

no one set behavior management techniques that can be labeled as most appropriate.

After thorough analysis of his classroom composition, the teacher experience and

ultimately chooses the behavior management techniques he deems most appropriate

of his class.

Reyes 2006 in an article at the manila bulletin says that generally children

with misbehavior of the following manifestation and reasons what they show show

certain kind of behavior ; they are trying to feel significant and for them to gain the

sense of belonging by drawing attention to themselves. Children misbehave to

achieve power they seek revenge and want compensation for the hurt brought by the

feeling of being deprived by the importance in sense of belonging. Based on the

22
observations and reality, children behave differently at home and in school. There are

numerous reason for his different behavior manifestation among children.

Andres 2007 insist that the development of a child should left entirely to their

family because of the school has the responsibility to reinforce the values thought at

home. He reiterates the importance of tripartite consultation and cooperation among

the family and the school.

Related Studies

Foreign

Maranao 2006 quoted that “No, its not just boys being boys”’ it takes the

special breed of person to cause pain to others. But the one most hurt by bullying is

the bully himself-though that a first obvious and effects worsen over the life cycle.

Yes, females can be bullies too. The aggression of girls has been vastly

underestimated because it takes a different form. It is far more subtle and complex

means of meanness than the overt physical aggression boys engaged.

Haggel 2009 in a research conducted at University of Southern California

states that children who have poor diet are more likely to become aggressive and anti-

social, US researcher believe That University of Southern California found a lack of

zinc, iron, vitamin Band protein in the first 3years cause bad behavior later on. At

eight years old, children fed poorly were more likely to be irritable an pick fight than

those fed healthy. Aged 11 they swore, cheated and got fights and at 17, they stole,

23
bullied others and took drugs. The researcher analyzed the development over 1000

children of Mauritius, is an island in the Ocean off the coast of Africa, over 14years.

They found the more malnourished the children were, the grater the anti-social

behavior later on.

Leman 2009 say there`s a link between where children rank among siblings

kid`s behavior and career choices”. Children with conduct disorder display

characteristic such as bullying assaults, physical fights, cruelty to animals, arson,

shoplifting and disobedience. But one may wonder what makes a child become what

outwardly violent and corrupt.

Local

Formentura 2008 sees that the behavioral practices of the intermediate pupil

which led to the development of the personal values are of honesty, trustworthiness,

promptness in accomplishing school report similar to work, conservation of natural

resources, self-reliance and independence of oneself.

Vincente 2007 identified the factors of the classroom behavior problem in the

study she conducted of “Classroom behaviors in Elementary School of Tublay

District: An Analysis of their Nature and Factors Correlate”. According to her the

Factors as aggravating behavior problem; 1. Conditions in the home such as

economic insecurity lack of supervision of children by the Parents and children’s poor

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health; 2. Teacher deficiencies, like lack of knowledge and understanding of children

, lack of careful planning of the classroom activities and lack of interest in teaching:

3. Classroom conditions, like sufficient CR, instructional Facilities, lack of space to

ensure effective teaching and classroom furniture not conducive to effective study; 4.

Administration practices, such as talking pupils out of classes to work on something

else, calling teach for conferences and meeting , sending notes and announcements to

teachers in the middle of class period.

Jhonson(2007) states that in some schools, it’s about promoting pro-social

thoughts, values and behaviors and having students act as good citizens should be

taught in school. In others, it’s about developing specific desirable values. For

schools in general, character education is about finding some way to help students

develop good habits and virtues. We say that character education is a way of doing

everything in the school. It’s not one particularly program or focus; it’s everything we

do that influences the kind of human beings students become.

Brances(2006) discussed that while the family may or may not have contributed

directly to the creation of the behavior, family members are almost always

significantly affected by the behavior. Families of children with serious behavioral

problems reported the presence of major stressor in their lives two or four times more

frequently than did families with typically developing children Family members are

likely to receive unsolicited advice with every tantrum, outburst and misbehavior.

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Synthesis:

The related literatures cited above provide the researchers necessary related

ideas. That, the state shall aid and support the natural right and duty of parents in the

rearing of the youth through the education system; promote and safeguard the welfare

and interest of the students by defending their wants and obligations according to the

privileges, and encountering the establishment of sound members of the school

community; promote the social, economic status of all school personnel, uphold the

rights, define their obligations and improve their living and working conditions and

career prospects; and extend support to promote viability of those institutions through

which parents, students and school personnel seek to attain their educational goal.

That for, the children do better for school parents for often with teacher and become

involved in the school. This also emphasized on the positive ways to help child

succeed. These include class participation taking test and doing homework.

Furthermore, children learn and develop best when the home and the school work

closely together, where active participation and involvement of parents in curricular

and extra-curricular activities could result into a better understanding of the nature of

the educational institution and learning process.

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