This document provides an introduction to a study that will examine the attitudes of students who attend the same school that one or both of their parents work at. The introduction discusses how a child's environment can influence their behavior and development according to psychological theories. It also notes some potential negative effects of having a parent working at the same school, such as feeling restricted, as well as some positive effects like increased motivation. The study aims to determine the common attitudes exhibited by children in this situation.

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INTRODUCTION
As a Filipino, we value education so much because we think that it is the
only thing that we can give to our children if we die. Together with the urge of
providing education to our children, we also wanted to provide good guidance to
them as they grow. In some instances, for this to happen, parents working as a
teacher, enroll their children to the same school where they are working.
According to the different theories in Psychology about child’s development, the
environment where the child is raise greatly affects his behavior and
development. Studying in the same school where the parent is working may
greatly affect the behavior of a child.
Children wants to enjoy the environment he is in and knowing that someone
close to them was just a meter away can affect how they act. The feeling of
someone was guarding you up is a bit of a frustrating. A child literally feels that
he is not allowed to do certain things that he wanted to do.
The real behavior of the child may be hiding by the child, in order to meet the
expectation of other people surrounding him and also the expectation of the
parent, of doing purely the best and acting greatly fine. It is one of the negative
effects of having your parent working on the same school.
If there’s a negative side there’s also a positive side, one of these is that it
motivates the child to pursue more so that his parent wouldn’t be ashamed of
him. It also helps him to have a great faith on himself that he is capable to the
certain task and he can prove himself to others.

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Being near of the parents to the child really has a great effect on the child’s
behavior. It may be negative or positive, it still has an effect. It depends upon the
child if he can cope up easily with the situation or not.
This study will determine the common behavior or attitude of the child while
studying on the same school where his parent is currently working.
BACKGROUND OF THE STUDY
Concerns on the behavior of the child studying on the same school with
his parent are serious. There are some aspects that are needed to study for us to
be able to understand the child’s behavior.
Parents need information on how to work with school staff to address their
child’s behavior challenges in the school setting. We’ve included resources below
that, hopefully, will give teachers, schools, and families the tools they need to
create safe and positive learning environments for all children, while providing
the informed and positive behavior support that many students need to flourish.
This study states the conflicts of studying on the same school where your
parent is also working. Here will determine the common result of the situation
and how should it be treated.
Dealing with children’s behavior problems is stressful and sometimes
provokes anger in adults. Finding ways to reduce your own stress levels will help
you deal more easily with your child. It may require extra effort at times to stay

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tuned in to your child’s good points. Ensure that you have lots of fun time with
your child. This enables the relationship to remain a positive one even though
you need to set firm limits on your child’s behavior.
There are so many reasons why a child misbehaves. The child
himself can provide us with valuable information. At the most basic level, we can
simply ask the child why he is misbehaving. Although we may get "I don't know"
for a response, this strategy is underused and can greatly expedite the functional
assessment process.
Given the limited time a school has for personnel development, focusing
on a different theme each month engages all stakeholders as a community of
learners. Emphasizing a theme encourages doing some reading, discussions
with colleagues, learning about additional resources. All this helps build capacity
and can help in developing learning supports into a comprehensive system.
REVIEW OF RELATED LITERATURE
Astramovich, Okech, & Hoskins ET. Al 2004 stated that learning difficulties
in school hinder student’s attitude and interest toward studies. Many factors
contribute to the learning difficulties in school. Students exhibit lose-efficacy.
Epstein, 1987; Forte, 1995; Holley, Risley-Curtiss, Stott, Jackson, &
Nelson, 2007 stated that counselor educators notice the adverse influences
encountered in school contain immediate and long term effects. Counseling

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students manifest increasing difficulties on learning system. Students show low
motivation to actively participate in class.
Abu-Hilal 2000 Bandalos, Yates, and Thorndike-Christ 1995 Harter 1992
Hembree 1988 stated that students’ beliefs about their competence and their
expectations for success in school have been directly linked to their levels of
engagement, as well as to emotional states that promote or interfere with their
ability to be academically successful.
For example, according to Newman and Goldin 1990 Ryan and Pintrich
1997, students who believe they are academically incompetent tend to be more
anxious in the classroom and more fearful of revealing their ignorance. They fear
that educational interactions will result in embarrassment and humiliation, and
this, in turn, inhibits them from behaving in ways that might help them, such as
asking questions when they are confused or engaging in trial-and-error problem
solving.
In addition, Covington, Spratt, and Omelich 1980 says such students are
more likely to avoid putting much effort into a task so that they can offer a
plausible alternative to low ability or lack of knowledge as an explanation for
failure — for example, “I could have done it if I tried, but I didn’t feel like doing it”.
According to the National Research Council 2003, research suggests that
variables in the parent’s guidance are important in supporting and sustaining
positive academic self-perceptions and engagement in school of student. This
research base is mostly qualitative, correlational, or quasi-experimental and falls

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short of the random assignment design that some researchers believe is
necessary to draw causal conclusions. Nevertheless, the evidence is consistent
enough to suggest that parent’s guidance plays an important role in student
learning and achievement through its relationship with their attitude.
The Hancock and Betts 2002 Willms 2002 tells that relationships between
students and teachers and the climate in the classroom are positively associated
with levels of student’s attitude and academic competence. Similarly, meaningful
and challenging learning environments have been linked to both attitude and
perceived competence. When students are authentically engaged in meaningful,
quality work, the likelihood increases that they will learn something new and
remember what they learned.
National Research Council 2003 although learning involves individual
cognitive and emotional processes, student motivation is also significantly
influenced by a supportive network of relationships. The likelihood that students
will be motivated and engaged in school is increased to the extent that they
perceive their teachers, family, and friends as supportive. Schools that engage
students promote a sense of belonging by personalizing instruction and creating
a supportive, caring social environment where adults show an interest in
students’ lives in and out of school. The research on belonging in educational
contexts is relatively new, and the direction of causality has not been definitively
established. Research on learning shows that students become cognitively
engaged when teachers ask them to wrestle with new concepts, explain their

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reasoning, defend their conclusions, or explore alternative strategies and
solutions.
Nevertheless Baker 1999 Battistich, Solomon, Kim, Watson, and Schaps
1995 Ryan and Deci 2000 Shouse 1996, many correlational and no experimental
studies have shown that students who report caring and supportive interpersonal
relationships in school have more positive academic attitudes and values and are
more satisfied with school.
Bryk, Lee, and Holland 1993. Such students also are more likely to attend
school, learn more, and report that they are more engaged in academic work.
Eccles et al. 1983. High, clear, and consistent expectations also support
students’ self-confidence, their belief that their efforts will lead to success, and
their attitude in school. A substantial body of evidence demonstrates that schools
where students achieve high levels of performance tend to set high expectations
and standards. To motivate students, however, standards and expectations must
be clear and genuinely achievable. Students are most likely to be academically
engaged when goals are set at an appropriate level — that is, when they both
challenge students and allow them to experience a sense of competence and
accomplishment.
Davidson 1999 Johnson and Johnson 1985 Mitchell1993. Students enjoy
learning more and are more likely to participate in school tasks when their
teachers employ active pedagogical strategies. Collaboration among peers —
students working together in pairs or small groups to help one another learn —

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also has been associated with increased engagement and learning. Cohen 1994.
When students can put their heads together rather than work in isolation, they
are more receptive to challenging assignments.
REVIEW OF RELATED STUDY
This study is also anchored on the theory of Johann Friedrich herbart
(1776-1841) that education was instruction – literally a building into mind from the
outside. The building blocks were the materials of instruction – the subject
matter. The builder was the teacher. He Job of the teacher was to form the child
mind by building into the knowledge of man’s cultural heritage through the
teaching of such subjects as literature, history, science and mathematics.
Herbart’s teacher build knowledge into the child’s mind through systematic
method of instruction that was uniform for all pupils. Herbat’s theory was teacher
and curriculum – centered and was influenced by Pestalozzi child – centerd.
According to Lupdag (1984) measurement and evaluation is a must in all
schools. No schools regardless of level, philosophy, emphasis and approach to
education can do away with it. As such, this is a task that the educator
particularly the classroom teacher cannot do away with it.
The effectiveness of a school its curricular offerings and its teachers
depends upon a system’s ability to evaluate itself.
Oriondo and Antinio (1985). The student report card has become a
permanent fixture of our school system and teachers’ grades or marks given to
student have been accepted as a satisfactory measure of the student academic
achievement.

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Husen and Postlewaite (1985). Ideally, grades are given as a measure of
academic achievement of what student has learned in a particular subject or field
of interest.
Today however, parents and students grown skeptical over the reliability
of school grades. Teaching becomes more effective and productive when folled
by an accurate appraisal of the results.
Davidson 1999 Guthrie and Wigfield 2000 Mitchell 1993. Research
indicates that over the long term, students are more likely to be engaged in the
classroom when they are asked to conduct experiments, participate in debates
and role-playing, create models, and complete projects.
McLaughlin and Talbert 1993. Evidence also suggests that when
classroom instruction draws on students’ preexisting knowledge, culture, and
real-world experiences, it becomes more meaningful.
Meece 1991. Students enjoy learning more and learn better when what
they are studying is of personal interest and relates to their lives.
Akos (2002), Teachers play a critical role in school transitions. If they are
knowledgeable and sensitive to potential stumbling blocks for students and
parents, they are in a pivotal position to provide the necessary academic and
social support that is essential to addressing these challenges successfully.
Midgley’s and Maehr’s study (1998) on students’ motivation and
approaches to learning are related to their study attitude while transitioning to
anew school environment. Keeping students together with the same teacher
andthe same peer group for several periods in a day improves student’s
interpersonal relationship and a sense of community. In 1986, Bhaerman and
kopp found that students are less likely to leave school when they wor' with
teachers who are flexible, positive, creative, and person-centered rather than

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rule-oriented. !effective teachers should maintain high expectations for all of their
students and show they care about their students’ success.
For Covey and Landsberger (2007), students who have an issue with
aninstructor (a quuestionable grade, an assignment deadline, etc.) should put
themselves in the instructor’s place and ask themselves how they can best make
their argument given their situation. Look for better solutions to problems if they
don’t understand the course material, don’t just re-read it. Try something else.
Consult with the professor or teacher, a tutor, or an academic advisor.
THEORETICAL FRAMEWORK
Behaviorism is primarily concerned with observable behavior, as opposed
to internal events like thinking and emotion. Observable (i.e. external) behavior
can be objectively and scientifically measured. Internal events, such as thinking
should be explained through behavioral terms (or eliminated altogether). The
environment greatly affect the behavior of the children. Environment stands as
the stimuli and the behavior of the child as the response. In this study, the parent
being in the same school can affect the behavior of the child studying.

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CONCEPTUAL FRAMEWORK
Figure 1 shows the research paradigm. The first box is the independent
variables while the second box is the dependent variable. The Independent
Variables are the Parents Guidance and the Dependent variable is the Attitudes
of a Student as affected by the guidance provided by the parents who are
working on the same school.
Figure 1.The Research Paradigm
STATEMENT OF THE PROBLEM
The main purpose of the study was to evaluate the Attitudes of a Student
as affected by the guidance provided by the parents who are teaching/working on
the same school.
Specifically this study was conducted to answer the following questions:
1. What are the level of attitudes of a student as affected by the guidance provided
by the parents who are teaching/working on the same school?
Dependent VariableIndependent Variable
Attitudes of a Students
Parent’s Guidance

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2. What are the level of guidance provided by the parents who are teaching/working
on the same school where his/her son/daughter is studying?
3. What is the relationship of the level of attitudes of a student to the guidance
provided by the parents who are teaching/working on the same school?
4. What are the different level of attitudes of a student as affected by the guidance
provided by the parents who are teaching/working on the same school?
5. What are the level of attitudes of a student towards his/her studies as affected by
the guidance provided by the parents who are teaching/working on the same
school?
HYPOTHESIS
The study tested the null hypothesis that there is no relationship between
the attitudes of a student and the guidance provided by the parents who are
teaching/working on the same school
SIGNIFICANCE OF THE STUDY
This study attempted to evaluate the Attitudes of a Student as affected by
the guidance provided by the parents who are teaching/working on the same
school.

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Government. Will be enlightened on what should be done regarding the
attitudes of a student as affected by the guidance provided by the parents who
are teaching/working on the same school.
Community. The awareness of attitudes of a student as affected by the
guidance provided by the parents who are teaching/working on the same school.
Researchers and Students alike, the knowledge about attitudes of a
student as affected by the guidance provided by the parents who are
teaching/working on the same school.
Future researchers. Assistance in conducting similar research which is
related to the study.
SCOPE AND LIMITATION OF THE STUDY
This study focused on the attitudes of a student as affected by the
guidance provided by the parents who are teaching/working on the same school.
Three school, it consist two secondary schools and one university. (a) Mabitac
National High School (MNHS), and (b) Laguna State Polythecnic University
(LSPU). This study was limited only to the attitudes of a student as affected by
the guidance provided by the parents who are teaching/working on the same
school.

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DEFINITION OF TERMS
To make this study more understandable, the researcher included herein
the definition of some terms that would enable to have clearer understanding of
the problems that researcher sought to answer. The following terms were defined
operationally to precise meanings they intent to convey.
Attitude. A mental position or feeling with regard to a fact or state
Students. Respondents that researcher may interview.
Guidance. Advice or counseling, especially counseling given to students
on academic matters
Parents. Somebody’s mother, father, or legal guardian
Teaching. The act, practice or proffesion of a teacher.
Working. Capable of being used or operated. A job
School. An institution for teaching and learning also the pupils in
attendance or a body of persons of like opinions or beliefs.

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CHAPTER 2
METHODOLOGY
RESEARCH DESIGN
This study used the descriptive method of research through the analysis
using self-formulated questionnaire and interview in order to know the effects on
having false friends in selected students in (a) Mabitac National High School
(MNHS), and (b) Laguna State Polythecnic University Siniloan (Host) Campus
Siniloan, Laguna.
The method is used because descriptive method of research as certain
and be able to describe the effects of the variable of interest in a situation, it give
the relevant aspects of the phenomena of interest from an individual in order to
test the hypothesis or to answer thre concerning the current status of the subject
of the study.
RESPONDENTS OF THE STUDY
The researcher engaged selected students from in (a) Mabitac National
High School (MNHS), and (b) Laguna State Polythecnic University Siniloan
(Host) Campus Siniloan, Laguna. Following the desired sampling technique, the
researcher looked for key informants who fit the manipulative variable of this
study.
SAMPLING TECHNIQUE
The study utilized the purposive sampling technique. Purposive sampling
technique is a type of non-probability sampling where the researcher consciously
se4lected particular elements or subjects for addition in a study so as to make
sure that the elements had certain characteristics pertinent to the study. It
normally targeted a particular group of people.

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RESEARCH INSTRUMENT
The main tool used in this study was research-made questionnaire and on
the spot questions in order to accomplish this research.
DATA GATHERING PROCEDURE
Alter Constructing the title of the study, the researcher pursued on doing
the following procedures of this study. The researcher formulated a research-
made questionnaire answered by the respondents and open-ended questions
was used to evaluate the data gathered. After that, the researcher gather the
data and tabulated the result.

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_______________________________________________________________
Sample Questionnaire/Interview Guide
Section A: Details about Respondents
1. Name (Optional): ______________________________
2. Gender: Female ( ) Male ( )
3. Age: _______
4. Hobby: ___________
5. Parents Occupation:
Father: ______________
Mother: ______________
Section B: Open-Ended Questions about the topic
1. As a student studying on the same school where your parents is working,
howd you feel?
___________________________________________________________
___________________________________________________________
2. What do you think other person would see unto you?
___________________________________________________________
___________________________________________________________
__________________________
3. How did you react on it
___________________________________________________________
___________________________________________________________
______________
4. How can it affect your studies?
___________________________________________________________
___________________________________________________________
______________
5. Were you guided by your parents? If not, then who does? ________
6. How will you rank the guidance their guidance Provided? 5 is the highest
and 1 is the lowest Explain
___________________________________________________________
___________________________________________________________

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CHAPTER 3
PRESENTATION, ANALYSIS, AND INTERPRETATION
CASE NO. 1
(Fourth Year High School Student with her Mother as faculty member of
the school)
She grew up with such determination. She is now a 15 year old young
lady. Her hobby is to hang out with her true friends and playing guitar. Happy
family and nicest friends. Grade school was kind of easy for her but when she
turn in high school everything turn into something. Her mother is a teacher on the
same school she’s currently studying. At first, she’s glad that she had that
situation. She feels safe, but she can’t deny that most of the student were not
able to be with her as friends. Some of the students treat her as a special one
because they always think that when something happens. She can hurriedly go
to her mom and tell something wasn’t true. But that was BiG LIE... according to
her she is not kind of that girl, yeah she’s not smart enough to get into the top but
she is one of the achievers. She tries to ignore them and go with the flow
together with her true friends in school. Yeah she was guided by her parents,
especially her mom.
CASE NO. 2
(Fourth Year High School Student with her Step Mother and Real Mother as
faculty member of the school)
Her life was awesome. She grew up with her second family. Her hobby
was like her twin hanging out with her true friends and playing guitar. Her
stepdad was in abroad and her stepmom is in here. Currently a subject teacher
on a school where she was studying. Her real mom is a faculty member also. A
close friend of her step mom. According to her she feels “mixed emotions” (joyful
and sadness). Joyful, because she had two beautiful mother who are always
there never stop supporting her. Sadness, sometimes she can’t reach the
expectations of others unto her. She study hard to get her grades but some of
the students says that it was fake and only pushed by her mothers. She doesn’t
get involved in any trouble just to keep her Moms names are clean. She rank the
guidance provided by her guardians as 4 because we all know how hard to
become a teacher. The seminars, trainings, school activities, masters, and a lot

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of work. So sometimes instead of family time, they missed it and I just stay
myself at home.
CASE NO. 3
(Third Year High School Student with his Mother as employee member of
the University)
He is a third year High School Student, 14 years of age. Playing DOTA is
his Hobby. His father died year 2010 and his mother build them up with fear to
our Almighty God. As he enters in the gate of success, his mom never leave him.
His mom always support him even on his love life. Well, he feels so lucky
because he doesn’t had to introduce himself to the teachers because they
already know who he is. His classmates seems give high respect to him because
they meet his mom greatly. It affects his studies but in a good way, he used his
mom as his inspiration to study hard and make his mom proud of him, to stand in
front of him saying, “This is my son”.
CASE NO. 4
(Fourth Year High School Student with his Mother as employee member of
the University)
He is a fourth year High School Student, 16 years of age. Hanging out
with peers and family relatives are his hobby. His father died year 2010 and his
mother build them up with fear to our Almighty God. As he enters in the gate of
success, his mom never leave him. He’s glad that her mom’s near to them so as
he had any business to taken up, his Mom always do her part to get in there.
Almost all of his classmates are his friends so that his image is good. And
because of the positive outlook of his Mom. He ws respected among by the
students.

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CHAPTER 4
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
SUMMARY
The main topic of this study is the attitude of the children as their parents
are working in the same school. We conducted the research in Siniloan and
Mabitac area. The result was that the children experiencing this kind of situation
is having different difficulties in decision making. Sometimes, they also
experience difficulties in reaching the expectations of others. They are expected
to act the way a child of a faculty member should. They feel protected because
they have their parents near to them. They can easily come to their parents when
they need something.
CONCLUSION
As a result of this study, we, therefore conclude that the attitude of the
child has greatly affected by the parents being in the same school, working. The
children make themselves pursue more to reach others expectation as a child of
a faculty member. They also act nicely and they are just behave because there is
fear of being the shame of their parents. Also, this situation causes the child to
have a negative attitude, like being arrogant and sometimes bully because they
know that someone will be there when they have done something bad.
RECOMMENDATIONS
As the result of this study is given, here are some of the
recommendations that we can give: Avoid high expectations on the child. It
affects not just their attitude, but also their emotional feelings. Give fair
attentions. Just because they are a child of a faculty member, you will give them
special attention and treatment. Be contented on the child’s abilities. Be sensitive
enough to understand their attitude. They are just pressured sometimes. Act
normally with them. Never make them feel that they are special, it can make
them boost their pride and be boastful.

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Psychology (4th Ed.).
Falbo, T., Lein, L., & Amador, N.A. (2001). Parental Involvement during the
transition to school: Journal of adolescent Research, 16(5), 511-529
Feuerstein, A. (2000). School Characteristics and parent involvement. Influences
on participation in student’s school. Journal of Educational Research,
Glenn, D. (2002) Procrastination in college students is a marker for unhealthy
behaviors, study indicateds. The Chronicle of Higher Education.