Title: Parental Upbringing and Children's Social Behaviors: An Analysis of Peer and Teacher Interactions Among Grade 3 Learners
Authors: Rutchen Oliveros, , Rosemarie D. Pace?o, PhD
Volume: 9
Issue: 12
Pages: 186-190
Publication Date: 2025/12/28
Abstract:
This study examined the behavioral manifestations of Grade 3 learners toward their peers and teachers, as well as the relationship between parents' upbringing and children's social behaviors in the elementary schools of Talacogon West District, Agusan del Sur. Specifically, it aimed to describe learners' prosocial behaviors in school and assess the extent to which parental attitudes, morals, and cultural practices influence these behaviors. A descriptive-correlational research design was employed to capture both the characteristics of parental practices and the behavioral patterns of learners without manipulating variables. The study involved 426 respondents, 213 Grade 3 learners and 213 parents from six purposively selected elementary schools. Data were gathered using a researcher-developed survey questionnaire, validated by experts and tested for reliability (Cronbach's alpha values of .807, .745, and .709). Responses were analyzed using frequency, percentage, mean, standard deviation, and correlation analysis to determine associations between parental upbringing and learner behavior. Findings revealed that Grade 3 learners generally exhibit positive and prosocial behaviors toward peers (overall mean = 4.39, "Almost Always") and teachers (overall mean = 4.42, "Almost Always"). Learners consistently demonstrated cooperation, generosity, empathy, attentiveness, and respect, though some showed challenges in initiating friendships and practicing classroom etiquette. Correlation analysis indicated that parental attitudes and morals had significant but modest positive relationships with learners' behavior toward both peers and teachers, while cultural upbringing showed no significant influence. Overall, the study concludes that Grade 3 learners in Talacogon West District display respectful and cooperative behaviors, with parental moral and attitudinal guidance contributing moderately to these outcomes. The findings highlight the importance of strengthening collaboration between home and school to further support children's social and behavioral development.