Mathematical Identity, Parental Involvement, Engagement and Academic Performance of Students: Basis for Collaborative Leadership Among Teachers, Parents, and Administrators

This study examined the relationship among mathematical identity, parental involvement, student engagement, and academic performance among Grade 11 students in four large public secondary schools in one of the Schools Divisions in the Negros Island Region during school year 2026–2027. Using a quantitative descriptive-correlational research design, the study assessed students’ mathematical identity, parental involvement, engagement, and mathematics achievement. Findings revealed that students occasionally demonstrated confidence, persistence, positive mathematical beliefs, and active involvement in mathematics, suggesting that their mathematical identity was still developing. Parents provided support and encouragement from time to time, particularly in fostering positive attitudes toward mathematics, while participation in school activities and collaboration with teachers was less evident. Students frequently participated in learning activities and demonstrated active engagement. Most achieved expected learning competencies and maintained excellent academic performance. However, mathematical identity, parental involvement, and student engagement were not significantly associated with mathematics achievement. The findings provide a basis for strengthening collaborative leadership among teachers, parents, and administrators.

Mathematical identity; parental involvement; student engagement; academic performance; mathematics achievement; collaborative leadership; teacher-parent-administrator collaboration

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