PARENTAL INVOLVEMENT ON PUPILS’ PERFORMANCE: EPSTEIN’S FRAMEWORK Kathlene Joy Caño, Mary Grace Cape, Jacient Mar Cardosa, Carolyn Miot, Gee Rianne Pitogo, Cherrie Mae Quinio Jewish Merin (Co-Author) jewishmerin@yahoo.com Cebu Normal University Abstract: Parental connection capitulate pupils enhanced performance in school; thus families must ascertain a supportive home environment for their children as learners. This study surveyed the influences of parent-supported using Epstein’s framework on the different parenting styles and on its effect on bridging the gap between parents, pupils and school routine. It also viewed on parents’ socioeconomic status and educational attainment to verify if these could affect the parental involvement. The study utilized the naturalistic paradigm along with varied instruments which constituted the qualitative-explanatory approach to cross check the data gathered. The results revealed that parent involvement for high and low performing pupils’ on socioeconomic status and parents’ educational attainment do not have any bearing on the type of parental involvement. And parenting type has a moderately substantial relationship with higher academic performance. These pointed out to the conclusion that parental involvement has a positive impact on pupils’ academic performance. It is suggested that both the nurturing and supportive school and home environment should work mutually in offering successful pupils; consequently, the research output, is the implementation of Parenting Education in the chosen community as extension program in the university. Keywords: naturalistic paradigm, (PI) parental involvement, Epstein’s framework INTRODUCTION Parent involvement in schools is more than attending homeroom and PTCA meetings. Learners of all groups and levels yield when their supportive parents are implicated in their education. One facet of parent involvement that has large impact on pupil’s achievement is parental expectations. Pupils accomplish more when their parents anticipate more. Learning environment must create an effective partnership by providing an open and communicative milieu with its wider community, bridging the gap between the classroom and the home, and the school and the family. Both pupils and schools benefit when parents or guardians are concerned in education. Reflect of yourself as the teacher’s partner in managing your child’s instruction. The parents are the most prominent factors on the lives of the children (Zedan, 2011). Hence it is significantly key in to hit upon out the parents feelings or reactions about school involvement and their perception on their roles in such interaction (Radu, 2011). The parents also play a part in the scheming of all aspects of education hand in hand with the neighborhood. The participation of parents is multi-dimensional, and is composed of an assortment of types of behavior, attitudes, and parental prospect (Toran-Kaplan, 2004). (Rahman, 2001) When parents get caught up with their children’s studies, pupils carry out better. While doing research also shows that parental contribution is necessary in the education of the children and leads to academic gains (Wright, 2009). The academic profits for the learners with their parents concerned include advanced grades and examination scores and constructive attitudes about schooling. Learning milieu must do their part to encourage parental involvement in educational undertakings. Parental attachment is likening to a perception in social sciences which is a charge loaded term parent involvement. It is distinct as having a responsiveness of and interest in learning, understanding of the interface between parenting skills and student sensation in schooling, and a commitment to unswerving communication with educators about student development (Pate and Andrews 2006). The Online Journal of New Horizons in Education - October 2016 Volume 6, Issue 4 www.tojned.net Copyright © The Online Journal of New Horizons in Education 143