ABSTRACT
This qualitative phenomenological study explored the strategies used in shaping the behavior of Grade 2 learners at home and in school as a basis for a parental support program during the school year 2025–2026. The findings revealed that parents shaped their children’s behavior at home by teaching the importance of respect, developing responsibility, speaking softly and calmly in resolving problems, nurturing faith in God, and instilling moral values. The study further revealed that parents implemented these strategies by modeling respect toward others, providing rewards and positive discipline, and participating in church activities together. In addition, teachers observed that learners exhibited both positive and negative behaviors in school. Some were described as talkative, impolite, and sometimes unwilling to follow instructions, while others were observed to be calm and friendly. The results also showed that teachers communicated with parents about their children’s behavior in school through group chats, meetings, phone calls, and home visitation.
Keywords: Strategies, Shaping Learners’ Behavior, Parental Support Program
INTRODUCTION
Parenting is a complex and multifaceted endeavor, with caregivers continuously employing various strategies to foster desirable behaviors and mitigate challenging ones in their children. The developmental trajectory of a child is profoundly influenced by the immediate family environment, where parents serve as primary agents of socialization and behavioral guidance. While quantitative studies have provided valuable insights into the prevalence and outcomes of certain parenting styles, a deeper understanding of the nuanced, lived experiences of parents and the specific, context- dependent strategies they employ remains crucial. These necessities a qualitative approach, which allows for an in-depth exploration of the “how” and “why” behind parental decision- making and behavioral interventions (courses.edx.org, 2022).
The foundational strategies parents implement within the home environment—ranging from disciplinary practices to communication styles—serve as the initial blueprints for behaviors that teachers subsequently observe and manage in the structured school setting (Dakers & Guse, 2020).
Decades of research have firmly established that effective home environments translate directly into positive classroom experiences. Authoritative parenting, specifically, which balances high responsiveness with clear, consistent behavioral expectations, is strongly correlated with desirable learner behaviors such as self-reliance, cooperation, and adherence to classroom rules (Paulson et al., 2022).
Conversely, inconsistent, overly strict, or permissive parenting styles often lead to behavioral challenges, including anxiety, aggression, or struggles with self-discipline, which impede a learner's ability to engage fully in the educational process (Ajila & Olutola, 2020).
“Good parenting” is a broad, multidimensional concept consistently defined in academic literature as a dynamic, responsive process that encompasses a range of behaviors aimed at fostering a child's healthy physical, emotional, social, and cognitive development. A comprehensive definition of good parenting integrates several key elements, most notably aligning with the authoritative parenting style, which balances warmth and clear boundaries (Jovanovic, 2020).
Parenting is also defined as "the orientation of efforts and resources of parents to influence the well-being, development, and behaviors of their children. It emphasizes the intentional, goal-oriented nature of parenting behaviors and strategies aimed at socializing children and ensuring their successful functioning within their social and cultural context (Aguirre-Dávila, 2021).
Parental involvement in a child’s education can be likened to a magic wand, capable of positively shaping a learner’s behavior in the classroom. Parents play a crucial role in supporting students’ success in the lessons taught by teachers and in guiding them toward becoming well-rounded individuals (Department of Education, 2021).
This study, therefore, aimed to thoroughly examine the specific strategies used to shape behavior at home, as observed by Grade 2 teachers in school, as a basis for developing a responsive and effective parental support program that promotes consistent and positive behavioral outcomes across both home and school environments. It likewise gathered detailed accounts from parents on the daily methods, communication techniques, and problem-solving approaches they used to encourage positive behavior and address challenges.
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