Abstract
This study investigates the transformative role of parents as para-teachers in enhancing pupils’ English language proficiency in one of the public schools in Bulacan, Philippines. Employing a descriptive mixed-methods design, the research involved 96 Grade 4 pupils and their parents from a public elementary school. Data were collected through validated parental engagement surveys, standardized DepEd language tests, interviews, and focus group discussions. Results revealed that parental engagement, specifically through homework assistance, shared reading, and writing practice, had a moderate but significant association with pupils’ language proficiency [χ²=24.15, *p*=.004]. However, the duration of parental teaching showed no significant impact [χ²=18.72, *p*=.095], suggesting the primacy of quality interaction over time investment. The thematic analysis highlighted parents’ perceptions of English as vital for global communication [Theme 1], educational advancement [Theme 2], and personal development [Theme 3]. Despite socioeconomic diversity, parents with higher education levels employed more structured language-support strategies. In response, researchers developed an evidence-based program featuring five differentiated learning tracks accommodating various education levels and time constraints. Tailored to busy households, emphasizing brief, daily interventions [15–30 minutes] to reinforce language skills. Findings underscore the importance of quality over quantity in parental involvement and advocate for school-led training programs to equip parents with effective para-teaching strategies.
Keywords: Language Proficiency, Parental Involvement, Para-Teachers, Home-Based Learning, Mixed-Methods.