ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This research examined the extent of the outcomes on the developmental aspects of students from broken home families in selected schools in District II of Mahaplag, Mahaplag, Leyte for School Year 2024–2025, as perceived by teacher respondents, and served as basis for possible intervention programs. The study employed a descriptive-correlational quantitative research design. A total of 208 respondents participated, including 10 teachers, 99 students and 99 students. Among the teacher respondents, the majority were females between the ages of 31–40, with an average age of 42. Most were married, had earned units in a master’s degree, and had 1– 20 years of teaching experience and most of them are holding Teacher I to III positions. Most student respondents were aged 13–14, belonged to large families, and were under the care of their mother. Many of them had parents who were high school graduates and self-employed or working in low-income jobs. The study found that most students belonged to families earning below ₱10,957 monthly, and a majority were living in separated or single-parent households. Teacher respondents perceived the extent of developmental outcomes—behavioral, cognitive, social, emotional, and physical—as moderately affected by the students’ broken home situations. It was concluded that the family structure significantly influences various developmental aspects of students, particularly in behavior and emotional stability. Also, among the challenges encountered by the students, the most difficult one was doing their projects because of financial constraint. Thus, it was recommended that targeted school-based support programs be implemented to help mitigate the negative effects of broken home environments on student development. Keywords — Curriculum and Instruction, Non-Traditional Family Structure, Developmental Aspects, Descriptive -Correlational Quantitative, Mahaplag, Leyte