Parental Involvement and Self-Efficacy in Helping Learners with Special Educational Needs Succeed in School

Michelle L., Cordero and Kryss Jon Vincent, Anciano and Marilou L., Nepumuceno and Fancisco, Mahusay and Zenny Maeh G., Bagsican and Raymond C., Espina and Joseph C., Pepito and Reylan G., Capuno and Veronica O., Calasang and Emerson D., Peteros and Anabelle T., Pantaleon and Randy C., Mangubat and Kaitlin Marie, M. Opingo (2025) Parental Involvement and Self-Efficacy in Helping Learners with Special Educational Needs Succeed in School. International Journal of Trend in Scientific Research and Development, 9 (1). pp. 1120-1130. ISSN 2456-6470

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Abstract

This research study delved into the unique influence of parental involvement (PI) and self-efficacy (SE) on the educational success of learners with special needs (LSENs) which the scope that deviate from present research, which primarily concentrates on LSENs. Employing with the used of descriptive correlational design, it surveyed 116 parents from three different schools in Cebu: Sta. Lucia National Central School, the First High School for the Hearing Impaired, and the Naga SPED Center. The respondents, mostly women aged 32-34 with unique backgrounds using adapted questionnaires with a 5-point Likert scale to assess their PI and SE. These results clarified the need for targeted intervention programs to increase PI , raise SE, and amplify supportive system particularly for LSENs parents. Empowering these parents as proactive proponents for their children’s educational success was imperative to unlock potential, validate meaningful inclusion and achievement of LSENs learning.

Item Type:	Article
Subjects:	L Education > L Education (General)
Divisions:	Postgraduate > Master's of Islamic Education
Depositing User:	Journal Editor
Date Deposited:	03 Mar 2025 05:01
Last Modified:	03 Mar 2025 05:01
URI:	http://eprints.umsida.ac.id/id/eprint/15676

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