Abstract
Parental support is considered one of the strongest factors in student academic success; hence, schools and parents work together to create a supportive atmosphere. In this context, the key purpose of this study was to investigate the level of parental support for kindergarten learners as perceived by 60 respondents in a public elementary school of a large-sized division in the Negros Island Region. A descriptive research design was conducted using a 30-item survey questionnaire that has undergone validity and reliability tests. The results revealed that parental support level for kindergarten learners in home-based support, school-related support, and communication with teachers was high. The level of parental support for kindergarten learners across areas, when grouped by age, educational attainment, and income, was also high. There was no significant difference in the level of parental support for kindergarten learners across areas, regardless of profile background. This concludes that when parents are involved, kindergarten learners are more motivated and are more likely to succeed in school. This result calls for school authorities to develop targeted support initiatives to help parents create an effective, attainable learning environment at home that promotes all forms of parental participation in improving kindergarten performance.
Keywords: Parental support, kindergarten learners, and early childhood education.