ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study examined how socioeconomic factors affect parental involvement in San Carlos City’s District IV schools. Involving parents is essential for improving educational results and encouraging student success. However, the degree of engagement parents can get can be greatly impacted by differences in socioeconomic situation. In order to provide a solid framework for comprehending these dynamics, this study will use Social Capital Theory, Cultural Capital Theory, Parental Involvement Theory, and Ecological Systems Theory to examine the ways in which variables like income level, educational attainment, and employment status impact parental involvement in school activities. Structured questionnaires were used to gather data from a sample of 50 students, 30 instructors, and 50 parents in the district using a descriptive-correlational methodology. Items intended to evaluate socioeconomic characteristics and the level of parental involvement in school activities were included in the surveys. To find relationships between parental engagement levels and socioeconomic position, statistical studies were performed. The results showed that more parental participation and higher socioeconomic position were strongly positively correlated. Higher income and educational attainment parents were more likely to be involved in school activities, which enhanced school-community relations and increased student involvement in the classroom. Furthermore, improved academic achievement and a more favorable school climate were linked to greater parental involvement. The necessity for specialized strategies to promote parental involvement across a range of socioeconomic backgrounds is highlighted by this study. Given that socioeconomic hurdles might restrict participation in school activities, it emphasizes the significance of inclusive strategies to serve low-income families. Establishing an inclusive learning environment requires addressing these obstacles. The study adds to the body of knowledge regarding educational justice and has useful ramifications for educators and legislators. Among the suggestions include enhancing the lines of contact between families and schools, tackling socioeconomic obstacles, and creating a positive learning environment. The study also highlights the value of cooperative teacher-parent school activities as a way to strengthen relationships that benefit pupils. Schools may foster a more inclusive environment that eventually improves educational achievements for all students by involving all stakeholders. Keywords — Socio-Economic Factors School Engagement Descriptive Quantitative Parental Involvement Collaborative School Activities