The Ripple Effect: Examining the Influence of Perceived Positive Parenting Relationships on Behavioral Patterns in the Classroom among Children

This study examines the influence of perceived positive parenting relationships on children's classroom behavioral patterns in City Central Elementary School. This is a descriptive-quantitative research study and the data, analyzed using a 4-point Likert scale, revealed a significant lack of positive parenting among the parents of kindergarten students. Specifically, the parents' detailed checklist did not observe any instances of positive parenting in the categories of Communication (3.43 overall weighted mean), Consistency (3.44 overall weighted mean), Emotional Support (3.48 overall weighted mean), and Positive Reinforcement (3.50 overall weighted mean). On the other hand, the teachers' detailed checklist indicated that disruptive behavior was often observed (2.5 overall weighted mean), while there were no instances that the prosocial behavior was observed (3.8 overall weighted mean) and social interactions (3.3 overall weighted mean) among the children in the classroom. This deficiency in positive parenting was found to affect not only the children's development and well-being but also their behavior in the classroom. Our findings underscore the critical role of positive parenting in shaping children's behavior and overall development. While no specific action plan is proposed at this time, the awareness generated by our findings is a crucial first step towards fostering a more conducive environment for our children's holistic development. This study serves as an important tool for raising awareness about the impact of parenting on children's behavior in the classroom.