Abstract
This study aimed to determine the parenting styles and learners’ academic performance in the scouting programs in a small-sized school division in northern negros island for the school year 2024–2025. It focused on how parenting approaches and levels of engagement in scouting programs relate to the academic outcomes of senior scouts from grades 7 to 12. A descriptive research design was employed. The respondents included 371 officially registered parents of senior scouts. Data were analyzed using frequency and percentage, mean, the Mann-Whitney U test, and Spearman’s rho to determine differences and relationships among variables, including age, sex, educational attainment, and average family income. The findings showed that older and female respondents were more dominant. Most had lower educational attainment but higher monthly family income. Parenting styles (authoritative, authoritarian, permissive, and uninvolved) and parental involvement (communicating, parenting, and volunteering) were generally rated as great. a very satisfactory level of academic performance was noted among learners. Significant differences in authoritarian and uninvolved parenting styles emerged when grouped by sex and age, while most other parenting dimensions showed no significant differences across variables. Communicating and parenting dimensions of involvement also showed mixed significant and non-significant differences depending on demographic factors. No significant relationship was found between parenting styles or parental involvement and learners’ academic performance. Parenting styles and involvement in scouting programs were generally high but did not significantly influence learners’ academic performance. Certain demographic factors, however, impacted specific parenting and involvement dimensions.
Keywords: Parenting styles, scouting involvement, authoritarian domain, permissive domain, uninvolved domain; Negros Occidental, Philippines.