Parental Trust and Stakeholder Engagement as Predictors of School Adjustment of Students

Weak parental trust and limited stakeholder participation may hinder junior high school learners’ social and academic adjustment. This study aimed to determine the predictive influence of parental trust and stakeholder engagement on students’ school adjustment. Using a quantitative descriptive-correlational research design, the study was conducted in five public junior high schools in the Municipality of Veruela, Division of Agusan del Sur, where respondents were selected through stratified random sampling and data were gathered using adapted survey questionnaires. The levels of the variables were analyzed using the mean and standard deviation, their significant relationships were determined through Pearson r, and their predictive influence was examined using multiple regression analysis. The findings revealed generally high levels of parental trust, stakeholder engagement, and school adjustment among students. Moreover, both parental trust and stakeholder engagement showed significant positive relationships with school adjustment, with stakeholder engagement emerging as the stronger predictor. These results imply that strengthening collaborative school–community relationships can promote better student social and academic adjustment. Schools may enhance trust-building practices and implement structured stakeholder engagement initiatives to further support student development

Educational administration, parental trust, stakeholder engagement, school adjustment, junior high school students

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