PARENTING STRESS AND HOME LITERACY ENVIRONMENT AS CORRELATES OF THE SCHOOL READINESS OF KINDERGARTEN LEARNERS IN PAMAYPAYAN INTEGRATED SCHOOL, BISLIG CITY DIVISION: A DESCRIPTIVE–CORRELATIONAL STUDY

Education

This study examined parenting stress and the home literacy environment as correlates of the school readiness of Kindergarten learners at Pamaypayan Integrated School, Bislig City Division, during the First Quarter of SY 2025–2026. Guided by ecological and family-stress perspectives and home literacy environment research, it described (a) parenting stress across parental distress, parent–child dysfunctional interaction, and difficult child characteristics; (b) the home literacy environment across home literacy activities, literacy materials/access, and parental attitudes toward literacy; and (c) learners’ school readiness based on Phil-ECD domain classifications. A quantitative descriptive–correlational design was employed using total enumeration. Twenty-five (25) parents/guardians (one per learner) answered the PSQ and HLEQ, while Phil-ECD readiness classifications were obtained from official First Quarter summary records. Descriptive statistics (means, frequencies, and percentages) were used. Results showed an overall moderate level of parenting stress (M = 3.13), with parental distress interpreted as high (M = 3.46). The home literacy environment reflected moderate literacy activities (M = 3.19) and moderate materials/access (M = 1.96 on a 4-point scale), alongside high parental attitudes toward literacy (M = 4.08). Phil-ECD results indicated that a majority of learners were classified as Achieved across domains (14/25 or 56%); however, the highest Not Yet proportions were observed in fine motor, receptive language, expressive language, and cognitive domains (7/25 or 28%). Association testing was planned, but inferential relationship analysis could not be computed because the available Phil-ECD data were aggregated domain summaries rather than matched parent–child records. Findings highlight the need for early, targeted support in language, cognitive, and fine motor readiness and strengthened home routines and resource access in remote school contexts.

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