The Role of Parents in Shaping Discipline Among Elementary Learners at San Francisco Elementary School

Abstract

Learner discipline is a critical component of effective schooling, influencing academic engagement, social behavior, and overall school climate. While schools play a central role in establishing behavioral expectations, parental involvement remains a significant factor in shaping learners’ discipline, particularly at the elementary level. This study examined the role of parents in shaping discipline among elementary learners at San Francisco Elementary School. Using a mixed-methods descriptive design, the study explored parental practices related to guidance, monitoring, communication, and value formation, and how these practices are reflected in learners’ behavior in school. Quantitative survey data and school discipline records were complemented by qualitative interviews with teachers and parents. Findings indicate that consistent parental guidance, clear behavioral expectations at home, and regular parent–school communication are strongly associated with positive learner discipline, while inconsistent supervision and limited parental involvement are linked to recurrent behavioral concerns. The study underscores the importance of strengthening home–school partnerships to promote positive discipline among elementary learners.

Learner discipline is a critical component of effective schooling, influencing academic engagement, social behavior, and overall school climate. While schools play a central role in establishing behavioral expectations, parental involvement remains a significant factor in shaping learners’ discipline, particularly at the elementary level. This study examined the role of parents in shaping discipline among elementary learners at San Francisco Elementary School. Using a mixed-methods descriptive design, the study explored parental practices related to guidance, monitoring, communication, and value formation, and how these practices are reflected in learners’ behavior in school. Quantitative survey data and school discipline records were complemented by qualitative interviews with teachers and parents. Findings indicate that consistent parental guidance, clear behavioral expectations at home, and regular parent–school communication are strongly associated with positive learner discipline, while inconsistent supervision and limited parental involvement are linked to recurrent behavioral concerns. The study underscores the importance of strengthening home–school partnerships to promote positive discipline among elementary learners.