Exploring the Influence of Family Life Education and Parent-Teen Communication Within the Mainstream Income Community

ISSN 3028-1261 10.5281/zenodo.17825370/NIJSE.2025 Exploring the Influence of Family Life Education and Parent-Teen Communication Within the Mainstream Income Community Nor Ainah E. Allong Abstract. This study aimed to evaluate the influence of family life education on parent–teen communication in mainstream-income communities in Talomo District, Davao City, using a non-experimental, quantitative design with a descriptive-correlational approach. A total of 168 Grade 7–10 students were selected as respondents through convenience sampling. The researcher utilized a modified and enhanced survey questionnaire, which was pilot-tested at a nearby school to ensure high reliability and internal consistency. Findings indicated that family life education was generally high, with healthy relationship practices rated highest and emotional health awareness lowest. Likewise, parent–teen communication was found to be high, with constructive conflict resolution as the most evident behavior and engagement in life-decision discussions as the least. Correlational analysis revealed a strong and significant positive relationship between family life education and parent–teen communication. Regression analysis further showed that communication skills, decision-making, and emotional health awareness significantly predicted parent–teen communication, whereas healthy relationship practices did not. At a holistic level, the model explained a substantial proportion of the variance in parent–teen communication, underscoring the central role of communication competence, cognitive readiness, and emotional regulation in strengthening family communication patterns. KEY WORDS 1. H ome Economics 2. f amily life education 3. p arent–teen communication 4. descriptive-correlational design Date Received: August 15, 2025 — Date Reviewed: September 20, 2025 — Date Published: October 10, 2025 1. Introduction Poor communication between parents and teenagers can lead to misunderstandings, increased conflict, and negative behaviors in adolescents. In many mainstream income communities, busy lifestyles and differing generational perspectives often worsen these communication gaps. These challenges highlight the need for effective strategies to improve dialogue and strengthen family relationships. Family life education programs are proposed to enhance communication skills and foster healthier interactions between parents and their teenage children. This study explores the influence of family life education on parent-teen communication in mainstream-income communities, aiming to identify methods to bridge communication gaps and promote positive family dynamics. Poor parent-teen communication NIJSE (2025) - presents distinct challenges across different cultural contexts. In the United Kingdom, studies by Thompson (2020) highlighted that the fastpaced lifestyle and technological distractions contribute to reduced meaningful interactions between parents and adolescents. Additionally, Sibley et al. (2020) found that generational gaps in values and expectations further exacerbate misunderstandings. These factors collectively lead to increased conflicts and a lack of emotional support for teenagers. Consequently, addressing these communication barriers is essential for fostering healthier family relationships in UK households. In Colombia, family dynamics are deeply influenced by cultural norms and socioeconomic factors. Buitrago and Pimentel (2023) observed that extended family structures can sometimes complicate direct parent-teen interactions, leading to confusion and miscommunication. Likewise, Davidson (2022) noted that economic pressures often force parents to work long hours, limiting the time available for meaningful conversations with their children. These issues contribute to a sense of isolation and emotional distance among teenagers. Effective communication strategies are therefore crucial in mitigating these challenges and strengthening familial bonds in Colombian communities. Malaysia faces unique challenges in parent-teen communication due to its diverse cultural landscape and rapid modernization. According to Aimi et al. (2024), traditional values often clash with contemporary adolescent behaviors, creating a communication gap between parents and their teenage children. Also, Nasir and Johari (2021) found that academic pressures and extracurricular commitments leave little time for parents and teens to engage in open dialogue. This lack of communication can result in increased stress and behavioral issues among adolescents. Implementing culturally sensitive family life education programs can help bridge these gaps and promote better understanding within Malaysian families. In the Philippines, strong familial ties are both a strength and a source of communication challenges. Chavez et al. (2022) noted that the expectation that children respect and obey their parents can hinder open and honest discussions about personal issues. Moreover, Ulep et al. (2021) noted that overseas work can create physical and emotional distance, further complicating parent-teen interactions. These factors often result in teenagers feeling unsupported and misunderstood. Enhancing communication through targeted family education initiatives is vital for improving relationships and emotional well-being in Filipino households. Davao Region, in the Philippines, experiences additional layers of complexity in parent-teen communication due to its socio-economic and cultural context. Accordingly, rural settings may limit access to resources that facilitate effective communication, such as educational programs and counseling services. Also, cultural expectations and traditional roles can restrict teenagers from expressing their thoughts freely with their parents. These barriers contribute to misunderstandings and conflicts within families. Addressing these issues through localized family life education can help improve communication and strengthen family ties in the Davao region. The research gap prompting a quantitative study on the influence of family life education on parent-teen communication in Talomo District, Davao City, stems from limited existing data and an insufficient understanding of how structured family education programs impact this specific community. Although several studies have addressed parent-teen communication in general, few have focused on mainstreamincome communities in this district. Previous research has often generalized findings across regions, making it unclear how local cultural, social, and economic factors play out. Also, there is a lack of targeted studies examining the direct outcomes of family life education on communication behaviors in this community. As a 2ISSN 3028-1261 10.5281/zenodo.17825370/NIJSE.2025 NIJSE (2025) - result, a quantitative approach is necessary to fill this gap and provide precise data that can guide effective interventions. The urgency of conducting this study in the researcher’s setting is underscored by growing concerns about deteriorating communication between parents and teens in Talomo District. Increasing pressures from economic challenges, educational demands, and modern distractions have heightened the communication gap, leaving families in need of practical solutions. By focusing on this specific area, the study aims to gather timely, relevant data that reflects the community’s unique needs and circumstances. More so, immediate findings can inform community leaders and educators in developing programs that enhance communication skills and family bonds. Therefore, conducting this research is not only timely but essential for improving family dynamics and providing a foundation for future studies in similar settings. 1.1. Review of Significant Literature— Family Life Education (FLE) equips teens with essential knowledge on human development, relationships, communication, and decisionmaking. It helps adolescents navigate family dynamics and personal changes through structured, age-appropriate activities (Crandall et al., 2020; Darling, Cassidy Rehm, 2020). A moderate level of FLE is considered most effective because it avoids overwhelming students, supports steady skill development, and is easier for schools to sustain within existing curricula (Engler et al., 2020; Pan, 2020; O’Shea et al., 2024; Hawkins et al., 2020). FLE also improves parent-teen communication, especially in middle-income families where stress and limited time often restrict meaningful interaction. Teens develop clearer emotional expression and engage in more open, trust-building conversations with parents (Miller et al., 2020; Brown et al., 2021). Programs also offer practical strategies for scheduling and sharing responsibilities, fostering empathy and stronger family bonds (Silva et al., 2021; Weller Angela, 2022). 1.1.1. Improved Communication Skills— FLE enhances active listening, respectful dialogue, and conflict resolution, benefiting relationships with peers, teachers, and family members (Crandall et al., 2020; Rutkowski et al., 2021). Moderate exposure reinforces communication habits while preventing burnout and ensuring long-term application (Silva et al., 2020; Friedrich et al., 2021; Suarez Iles, 2023; Lantos et al., 2019). These improvements directly strengthen parent-teen communication by reducing conflict and promoting mutual respect (Milkie et al., 2021; Bekele et al., 2022). 1.1.2. Responsible Decision-Making— FLE encourages informed choices about health, relationships, and personal goals by guiding teens to examine personal values and societal expectations (Bourdeau et al., 2021). Highlevel programs deepen decision-making skills through repeated practice, real-life scenarios, and resilience-building activities (Weller Angela, 2022; Miller et al., 2023; Murray, 2024; Uecke, 2020; Costanzo, 2022; Epstein et al., 2024). 1.1.3. Healthy Relationship Practices— Teens learn to set boundaries, communicate respectfully, and distinguish healthy from unhealthy interactions (Crandall et al., 2020; Smetana Rote, 2019). Moderate programs develop social and emotional skills while reducing peer conflict and preventing harmful relationship patterns (Wilson et al., 2024; Grossman et al., 2021; Edwards et al., 2022; Oerther Oerther, 2021). These skills further enhance communication at home by fostering empathy and reducing misunderstandings (Vongsavanh et al., 2020; Glenn et al., 2024). 1.1.4. Emotional Health Awareness—FLE significantly improves emotional regulation, stress management, and resilience (Masvosvere, 2024; Crandall et al., 2020). Moderate, consistent participation builds coping skills that sup3ISSN 3028-1261 10.5281/zenodo.17825370/NIJSE.2025 NIJSE (2025) - port academic performance, social relationships, and overall well-being (Grossman et al., 2021; Aimi et al., 2024). Long-term involvement enhances help-seeking behaviors and emotional independence (Stefanidi et al., 2024; Barone et al., 2020). These improvements contribute to healthier parent-teen communication by reducing emotional tension (Cavazos-Rehg et al., 2020; Luo et al., 2024). 1.1.5. Parent-Teen Communication— Parent-teen communication, defined as the exchange of thoughts, emotions, and information, is crucial for guidance, trust, and healthy adolescent development (McKenna et al., 2020; Suarez Iles, 2023). Moderate communication encourages self-expression, balances independence with support, and helps teens discuss challenges openly (Jamal, 2021; Vongsavanh et al., 2020). It also improves academic decisionmaking and stress management (McDade et al., 2020; Aventin et al., 2020) while encouraging conversations about sensitive issues like mental health and relationships (Lindberg, 2023; Badillo-Urquiola et al., 2020). 1.1.6. Openness in Sharing Feelings— Open communication strengthens emotional stability, trust, and resilience. Teens who can share their struggles and experiences become more confident and emotionally secure (Maulina et al., 2024; Orson, McGovern Larson, 2020; Guthrie, 2020; Scott et al., 2021). 1.1.7. Active Listening—Active listening promotes empathy, emotional intelligence, and positive communication patterns (McKenna et al., 2020; TSoC TSoC, 2023). It supports effective stress management and strengthens family relationships by making teens feel understood (Naar Suarez, 2021; Shields, 2021; Utami et al., 2024; Paping et al., 2023). 1.1.8. Constructive Conflict Resolution— Calm, solution-focused conflict resolution reduces emotional volatility and teaches healthy coping mechanisms (Jagannath et al., 2020; Wang et al., 2020; Kafel, 2020; Smith, 2024; Ashwall-Yakar, 2022). These skills help teens manage disagreements with maturity in both family and social contexts. 1.1.9. Engagement in Life Decisions— Regular discussions about academics, careers, and future goals help teens develop critical thinking, confidence, and responsibility (PykeGrimm et al., 2022; Cousino et al., 2023; Oosterhoff et al., 2020). Inclusive decision-making reduces conflict and strengthens trust between parents and teens (Gibbs et al., 2020; Karp et al., 2020). 1.2. Synthesis—Family life education plays a vital role in improving parent-teen communication by teaching essential skills for healthy family relationships. It provides guidance on conflict resolution, empathy, and effective listening, helping parents and teens better understand each other’s perspectives. According to studies, families involved in family life education programs often experience improved trust and emotional support. These educational efforts also address common issues such as generational gaps and modern distractions that hinder open dialogue. As a result, family life education has become an important tool in promoting positive interactions and reducing communication problems within families. Parent-teen communication was crucial to adolescents’ emotional health and well-being, as it fosters mutual understanding and emotional support within the family. When communication is open, teenagers feel valued and understood, which strengthens their emotional connection with their parents. However, challenges such as busy work schedules, cultural norms, and limited quality time often hinder open discussions. Poor communication can lead to misunderstandings, increased conflict, and emotional detachment among family members. Addressing these challenges through structured family education programs can help build healthier family dynamics and promote positive relationships. It is necessary to exam4ISSN 3028-1261 10.5281/zenodo.17825370/NIJSE.2025 NIJSE (2025) - ine the influence of family life education on parent-teen communication, especially within mainstream income communities, as these families face unique challenges. Many parents in these communities experience limited access to family enrichment resources and struggle with balancing work and parenting responsibilities. Investigating how family life education affects communication in this setting can help design more effective, accessible programs tailored to their needs. Furthermore, understanding these influences can provide insights into how social and economic factors impact family relationships. This research is crucial for developing strategies that empower families to build stronger, healthier connections through improved communication skills. 1.3. Theoretical/Conceptual Framework— This study was anchored in Bowen’s (1978) Family Systems Theory, which posited that a family was an emotional unit and that changes in one part of the system affect the entire unit. This theory is appropriate for the study, as it highlights how family communication patterns influence individual behaviors and relationships. By viewing the family as an interconnected system, researchers can better understand how family life education impacts the entire family unit, particularly the parent-teen relationship. The theory also emphasizes the importance of feedback loops and interdependent roles, which are critical when evaluating communication improvements following educational interventions. This holistic view aligns with the investigation of how structured family programs alter dynamics within mainstream income communities. In support, Social Learning Theory by Bandura (1977) explains that individuals learn behaviors, attitudes, and values by observing and imitating others, especially within close relationships such as family. This theory is appropriate for the study because it suggests that parents and teens can learn effective communication styles by modeling positive behaviors introduced in family life education. The theory supports the idea that interventions can lead to improved interactions, as participants observe and replicate constructive communication strategies. Lastly, Communication Privacy Management Theory by Petronio (2002) explores how individuals control private information and the boundaries of shared communication in relationships. This theory was appropriate for the study because it addresses how families negotiate what to share and discuss, a central factor in improving parentteen communication through education. The theory helps explain the balance between openness and privacy that families strive for in communication. It further explains how family life education can equip both parents and teens with tools to manage sensitive topics better, thereby enhancing trust and openness. Applying this theory provides a framework for examining how family life education influences decisions about sharing personal information and resolving conflicts within mainstream income communities. This study comprised two variables, as shown in Figure 1. The independent variable was family life education for teens, or educational programs designed to equip young individuals with the skills and knowledge to understand and navigate complex family dynamics, personal relationships, and developmental changes during adolescence. The measures of family life education for teens are improved communication skills or the demonstration of enhanced communication skills, showing an increased ability to express their thoughts, feelings, and concerns effectively to both peers and adults; responsible decision-making or the ability to make informed and responsible decisions regarding their health, relationships, and plans; healthy relationship practices or the teens’ development of healthy relationship habits, such as setting appropriate boundaries, respecting others’ rights, and engaging in mutual and respectful communication; and awareness and management of emotional health or the awareness of their emo5ISSN 3028-1261 10.5281/zenodo.17825370/NIJSE.2025 NIJSE (2025) - tional health and are better equipped to manage stress, anxiety, and other emotional challenges. The dependent variable is parent-teen communication or the interactions between parents and their adolescent children, encompassing the exchange of thoughts, feelings, and information. The indicators of parent-teen communication are openness in sharing personal feelings and experiences or the sharing of personal feelings, concerns, and experiences; active listening behaviors or the act of showing active listening by giving undivided attention during conversations, using non-verbal cues like nodding, and verbal affirmations to show they understand each other’s points of view; constructive conflict resolution or the strong parent-teen communication and constructive handling of conflicts; and engagement in discussions about life decisions or the regular engagement in discussions about important life decisions, such as academic choices, career planning, or personal challenges. Figure 1 illustrates the conceptual linkage between Family Life Education and Parent-Teen Communication in mainstreamincome communities of Talomo District, Davao City. The left box groups Family Life Education into four domains—improved communication skills, responsible decision-making, healthy relationship practices, and emotional health management—based on Crandall et al. (2020). The right box organizes parent-teen communication into four domains: openness in sharing, active listening, constructive conflict resolution, and engagement in life-decision discussions, following McKenna et al. (2020). The horizontal arrow reflects the expected influence of family life education on communication patterns, suggesting that stronger education inputs promote more open and supportive interactions between parents and teens. Thus, the diagram clarifies what will be measured, where influence originates, and how it is expected to manifest. Theories at the bottom of the hierarchy strengthen this relationship. Family Systems Theory (Bowen, 1978) explains how improved communication and emotional regulation reshape family interaction patterns. Social Learning Theory (Bandura, 1977) emphasizes how adolescents model communication behaviors observed from parents, making family life education a key learning source. Communication Privacy Management Theory (Petronio, 2002) clarifies how families manage boundaries and shared information, directly affecting communication openness. Together, these theories outline a sequence—education → relational behavior → communication quality—that links the family life education domains to parent-teen communication outcomes. 1.4. Statement of the Problem—This study was set to explore the influence of family life education on the parent-teen communication within the mainstream income community in Talomo District, Davao City. Hence, the study sought to answer the following questions: (1) What is the extent of family life education of students in terms of: (1) Improved communication skills; (2) Responsible decision-making; (3) Healthy relationship practices; and (4) Awareness and management of emotional health? (2) What is the extent of parent-teen communication within the mainstream income community in terms of: (1) openness in sharing personal feelings and experiences; (2) active listening behaviors; 6ISSN 3028-1261 10.5281/zenodo.17825370/NIJSE.2025 NIJSE (2025) - Fig. 1. Theoretical/Conceptual Framework of the Study 7ISSN 3028-1261 10.5281/zenodo.17825370/NIJSE.2025 NIJSE (2025) - (3) constructive conflict resolution; and (4) engagement in discussions about life decisions? (3) I s there a significant relationship between family life education and parent-teen communication within the mainstream income community? (4) W hich domains of family life education significantly influence the parent-teen communication within the mainstream income community? 1.5. Hypotheses—The following hypotheses were tested at the 0.05 level of significance: H01: There is no significant relationship between family life education and parent-teen communication within the mainstream income community. H02: None of the domains of family life education significantly influences the parent-teen communication within the mainstream income community. For more comprehensive understanding, the following terms were defined operationally: Family Life Education It was defined conceptually as educational programs designed to equip young individuals with the skills and knowledge to understand and navigate complex family dynamics, personal relationships, and developmental changes during adolescence. In this study, the independent variable was described in terms of the following indicators: improved communication skills; responsible decision-making; healthy relationship practices; and awareness and management of emotional health. Parent-Teen Communication It was defined conceptually as the interactions between parents and their adolescent children, encompassing the exchange of thoughts, feelings, and information. In this study, the dependent variable is described in terms of openness in sharing personal feelings and experiences, active listening behaviors, constructive conflict resolution, and engagement in discussions about life decisions. 2. Methodology This section provides a comprehensive overview of the research design, including details on the research respondents, ethical considerations, research instruments, and procedural steps. It also outlines the methods for data collection and analysis, ensuring a clear framework for the study. 2.1. Research Design—In this study, the researcher used a quantitative, descriptivecorrelational research design to achieve the objectives outlined in the previous chapter. A quantitative research design was used to collect numerical data on levels of family life education and parent–teen communication. It relied on structured instruments that allowed the researcher to quantify patterns and relationships between variables (Watson, 2015). This design was appropriate because the study required measurable indicators of communication skills, decision-making, relationship practices, and emotional health. It also enabled the researcher to statistically analyze how variations in family life education influenced communication outcomes. Furthermore, the quantitative design allowed objective interpretation of trends across a larger number of mainstream-income families. On the one hand, the descriptive research method was used to present the current levels of family life education and parent–teen communication among the selected respondents. It described how frequently certain behaviors were observed without manipulating any conditions (Salkind, 2010). This method was appropriate because the study aimed to document typical communication patterns and family prac8ISSN 3028-1261 10.5281/zenodo.17825370/NIJSE.2025 NIJSE (2025) - tices in communities with mainstream incomes. It also allowed the researcher to classify the variables into high, moderate, or low levels based on adolescents’ responses. Additionally, the descriptive method provided the foundational data needed before testing the relationships between variables. On the other hand, a correlational research approach was used to determine the strength and direction of the relationship between family life education and parent–teen communication. It identified whether increases in one variable were associated with increases or decreases in the other (Lau, 2017). This approach was appropriate because the study sought to examine whether family life education was associated with household communication behaviors. It also enabled the researcher to identify which domains, such as emotional health or communication skills, had the strongest associations with communication outcomes. Moreover, the correlational approach helped establish meaningful relational patterns without requiring experimental manipulation. 2.2. Ethical Considerations—The researcher will strictly follow the established protocols outlined in the standard guidelines for executing the research, paying close attention to the specified criteria for managing both the population and the data. The survey questionnaires, along with other related materials, will be submitted for evaluation and approval. Upon receiving the RMC-Ethics Committee’s green light, the researcher will proceed to the next phase of the study. Social Value The researcher recognized that the study carried important social value for families in mainstream-income communities in Talomo District. The investigation showed how family life education influenced parent–teen communication, a major concern in many households. The findings offered insights that schools and parents could use to improve communication patterns among adolescents. The results also supported community programs aimed at strengthening emotional health and responsible decision-making among youth. Therefore, the study contributed knowledge that could improve family relationships and promote healthier communication habits. The researcher understood that the study’s relevance extended beyond the classroom and affected the broader community. The patterns discovered in family communication helped guide schools and agencies in planning youth development programs. These programs could address emotional struggles, conflict issues, and communication problems common among adolescents. By sharing the results, the researcher offered evidence-based recommendations that were useful for guidance counselors and parent groups. Thus, the study increased community awareness and encouraged families to build stronger, more supportive relationships. The researcher also acknowledged that the study added value to future educational and psychosocial interventions. The findings helped show which areas of family life education needed improvement, particularly emotional health awareness. These insights were useful for designing workshops for parents, teachers, and youth leaders in Talomo District. The results also guided decision-makers in creating safer and more open spaces for young people to express their feelings. Consequently, the study played a meaningful role in shaping programs that supported adolescent well-being. Informed Consent and Assent The researcher ensured that all respondents were fully informed about the study’s purpose. The explanation included how the study examined the influence of family life education on parent–teen communication. The respondents were told that their involvement focused only on answering the survey honestly. They were also informed that the results would be used only for academic purposes. Thus, the respondents clearly understood why the study was being conducted. The researcher explained the possi9ISSN 3028-1261 10.5281/zenodo.17825370/NIJSE.2025 NIJSE (2025) - Table 1. Family Life Education in Terms of Improved Communication Skills No. Statement Mean Descriptive Rating 1 Expressing thoughts clearly during conversations with parents. (Makapagbisara marayaw ha duwa maas.) 3.68 High 2 Listening attentively when parents share their opinions. (Magpaningog ha mga pasampay sin duwa maas.) 3.59 High 3 Asking questions to better understand family concerns. (Magpangasubo para kahatian in kabayaan sin pamilya.) 3.52 High 4 Sharing personal experiences openly with family members. (Makapagbisara ha duwa maas sin mga nahinang nila ha kanila sarili.) 3.34 Moderate 5 Using polite language when discussing issues with parents. (Makapaghati ra marayaw ha duwa maas sin kanila mga kaisunan.) 3.40 High Mean 3.51 High sponsible decision-making is 3.42, indicating a High level. This descriptive rating indicates that decision-making behaviors such as thinking carefully, considering family values, and reflecting on past actions are oftentimes evident among adolescents in mainstream-income families in Talomo District, Davao City. The high overall rating suggests that parent–teen interactions frequently involve guidance and value-based reasoning that support the development of responsible choices. According to Bourdeau et al. (2021), family-centered educational interventions strengthen adolescents’ cognitive readiness to evaluate options and make well-considered decisions. In the same view, Weller and Angela (2022) emphasized that decision-making competencies are enhanced when families promote thoughtful reflection, moral reasoning, and open discussions about consequences. The mean scores range from 3.15 to 3.63, showing a combination of Moderate and High levels of responsible decision-making practices. The highest-rated statement, Thinking carefully before making personal choices (Magparayaw ha pagpi sin mga hinangon.) obtained a mean of 3.63, categorized as High. Meanwhile, the lowest-rated item, Seeking advice from parents before making important choices (Mamaid ha duwa maas bago hinangon in mga desisyon.) received a mean of 3.15, interpreted as Moderate. As noted by Miller et al. (2023), adolescents’ likelihood of consulting their parents is influenced by autonomy needs, emotional readiness, and perceived caregiver approachability. Therefore, while responsible decision-making is generally strong, strengthening parental guidance routines that encourage consultation and reflective dialogue may further improve adolescents’ decision-making behaviors in the district. 3.1.3. Healthy Relationship Practices— The results in Table 3 show that the overall mean for family life education in terms of healthy relationship practices is 3.55, interpreted as High. This descriptive rating indicates that relationship-building behaviors such as showing respect, apologizing appropriately, and spending quality time with family are oftentimes evident among adolescents in mainstream-income families in Talomo District, Davao City. The high overall rating suggests that family interactions frequently reflect positive relational habits supported by family life education principles. According to Wilson et al. (2024), strengthen16 ISSN 3028-1261 10.5281/zenodo.17825370/NIJSE.2025 NIJSE (2025) - Table 2. Family Life Education in Terms of Responsible Decision-Making No. Statement Mean Descriptive Rating 1 Thinking carefully before making personal choices. (Magparayaw ha pagpi sin mga hinangon.) 3.63 High 2 Considering family values when making decisions. (In paghinang sin karayawan subay pag isunan pa.) 3.62 High 3 Avoiding risky behaviors by thinking about consequences. (Di paghinang sin mga butang di ikarayaw kaymo.) 3.23 Moderate 4 Seeking advice from parents before making important choices. (Mamaid ha duwa maas bago hinangon in mga desisyon.) 3.15 Moderate 5 Reflecting on past decisions to improve future actions. (In paghinang sin mga ikarayaw, subay ipikil ha desisyon nakauna.) 3.46 High Mean 3.42 High ing relational skills through family-based education promotes emotional connection, mutual respect, and cooperative interactions within households. In the same view, Grossman et al. (2021) emphasized that consistent practice of respectful and supportive behaviors enhances the stability of family relationships and reduces tensions among members. Table 3. Family Life Education in Terms of Healthy Relationship Practices No. Statement Mean Descriptive Rating 1 Showing respect when interacting with parents and siblings. (Marayaw adat ha duwa maas sampay ha mga taymanghod.) 3.70 High 2 Avoiding conflicts by practicing patience in conversations. (Para di makadusa, bang makipagbisara subay awn pagsabar.) 3.39 Moderate 3 Apologizing when making mistakes during family discussions. (Pagpangayo maaf bang awn nahinang o nabisara ha pamilya.) 3.67 High 4 Spending quality time with family to strengthen bonds. (Yaon in pakipagkasilasa haa pamilya.) 3.58 High 5 Supporting family members during difficult situations. (Pagtabang ha kada hambuok pamilya bang ha kahunitan.) 3.40 High Mean 3.55 High The mean scores range from 3.39 to 3.70, showing a combination of Moderate and High levels of relationship practices. The highestrated statement Showing respect when interacting with parents and siblings (Marayaw adat ha duwa maas sampay ha mga taymanghod.) obtained a mean of 3.70, categorized as High, indicating that respectful interactions are frequently demonstrated. Meanwhile, the lowestrated item Avoiding conflicts by practicing patience in conversations (Para di makadusa, bang makipagbisara subay awn pagsabar.) received a mean of 3.39, interpreted as Moderate, suggesting that patience during conversations is sometimes evident but not consistently practiced. As noted by Smetana and Rote (2019), relational behaviors such as patience, empathy, and conflict avoidance are influenced by emotional maturity, communication comfort, and the family’s approach to resolving disagreements. 3.1.4. Awareness and Management of Emotional Health—The results in Table 4 show 17 ISSN 3028-1261 10.5281/zenodo.17825370/NIJSE.2025 NIJSE (2025) - that the overall mean for family life education regarding awareness and management of emotional health was 3.34, indicating a moderate level. This descriptive rating indicates that emotional health behaviors, such as identifying feelings, expressing emotions appropriately, and recognizing the need for emotional support, are sometimes evident among adolescents in mainstream-income families in Talomo District, Davao City. According to Masvosvere (2024), developing emotional awareness requires continuous modeling and guided practice within the home environment. In the same view, Aimi et al. (2024) emphasized that building emotional regulation skills depends on the quality of family communication and the supportive climate parents create during discussions. The mean scores range from 3.21 to 3.49, reflecting consistently moderate ratings across most indicators, except for Identifying personal feelings during family discussions (Pagpi sin ikarayaw na adat bang nagbibisara in pamilya.), which obtained a mean of 3.49 and is categorized as high. This suggests that adolescents can often recognize their emotions during conversations but may struggle with managing them constructively. The lowest-rated item, Practicing selfcontrol during heated conversations (Pagsabar bang mapaso in pagbisarahan), received a mean of 3.21, interpreted as Moderate, indicating that self-regulation during conflict is sometimes evident but not consistently maintained. As noted by Grossman et al. (2021), emotional control and stress management among adolescents are influenced by developmental factors, family support systems, and opportunities for emotional expression. Table 4. Family Life Education in Terms of Awareness and Management of Emotional Health No. Statement Mean Descriptive Rating 1 Identifying personal feelings during family discussions. (Pagpi sin ikarayaw na adat bang nagbibisara in pamilya.) 3.49 High 2 Expressing emotions without hurting others’ feelings. (Makapasampay marayaw sin kabayaan na di ikasakit sin dugaing tao.) 3.38 Moderate 3 Managing stress by discussing problems with parents. (Makapagpasampay marayaw ha duwa maas sin mga kaisunan.) 3.38 Moderate 4 Recognizing when emotional support is needed. (Makaingat bang kan.o mangayo tabang.) 3.24 Moderate 5 Practicing self-control during heated conversations. (Pagsabar bang mapaso in pagbisarahan.) 3.21 Moderate Mean 3.34 Moderate 3.2. Summary on Family Life Education— The results in Table 5 show that the overall mean for family life education within mainstreamincome communities in Talomo District, Davao City was 3.46, interpreted as High. This descriptive rating indicates that adolescents frequently demonstrate positive communication, relationship-building, and decision-making behaviors aligned with the goals of family life education. According to Darling et al. (2020), strong family life education environments contribute to the development of core interpersonal and reflective skills among adolescents. In the same vein, Engler et al. (2020) emphasized that family-based learning experiences play a vital role in strengthening youth competencies in communication, emotional expression, and relational functioning. 18 ISSN 3028-1261 10.5281/zenodo.17825370/NIJSE.2025 NIJSE (2025) - Table 5. Family Life Education Within Mainstream Income Community in Talomo District, Davao City Indicators Mean Descriptive Equivalent Improved Communication Skills 3.51 High Responsible Decision-Making 3.42 High Healthy Relationship Practices 3.55 High Awareness and Management of Emotional Health 3.34 Moderate Overall 3.46 High Note. Very High = Always evident. High = Oftentimes evident. Moderate = Sometimes evident. Low = Seldom evident. Very Low = Never evident. The results also show that three indicators, improved communication skills (3.51), responsible decision-making (3.42), and healthy relationship practices (3.55), are all rated high. These findings imply that adolescents generally communicate respectfully, engage in thoughtful decision-making, and maintain positive connections with family members. Meanwhile, the indicator awareness and management of emotional health (3.34) is interpreted as moderate, showing that emotional regulation and stress management skills are sometimes evident but not consistently practiced. As noted by Pan (2020), emotional awareness and regulation among adolescents depend on supportive communication environments and opportunities for guided reflection within the family system. Therefore, while family life education practices are generally strong across domains, strengthening emotional management routines may further enhance the overall quality of family life education within mainstream-income communities in Talomo District. 3.3. Parent-Teen Communication—Parentteen communication within the mainstream income community in Talomo District, Davao City, is measured by openness in sharing personal feelings and experiences, active listening, constructive conflict resolution, and engagement in discussions about life decisions. The extent of this variable and its domain was presented below. 3.3.1. Openness in Sharing Personal Feelings and Experiences—The results in Table 6 show that the overall mean for parent–teen communication regarding openness in sharing personal feelings and experiences is 3.45, indicating a high level of openness. This descriptive rating indicates that communication behaviors such as sharing daily experiences, being honest about personal struggles, and expressing feelings with parental support are oftentimes observed among adolescents in mainstreamincome families in Talomo District, Davao City. According to Guthrie (2020), open communication within families enhances adolescents’ emotional well-being and strengthens interpersonal understanding. In the same view, Orson, McGovern, and Larson (2020) emphasized that openness in sharing personal experiences fosters trust, reduces emotional distance, and supports healthier family relationships. The mean scores range from 3.25 to 3.60, reflecting a combination of Moderate and High levels of openness. The highest-rated statement Being honest with my parents about my struggles (Pagbisara bunal ha duwa maas sin mga kyaisunan.) obtained a mean of 3.60, categorized as high, indicating that many adolescents frequently disclose their challenges to their parents. Meanwhile, the lowest-rated item, Opening up to my parents about my personal feelings 19 ISSN 3028-1261 10.5281/zenodo.17825370/NIJSE.2025 NIJSE (2025) - and experiences (Makapagpasampay marayaw sin kabayaan ipagbisara ha duwa maas.) received a mean of 3.25, interpreted as moderate, suggesting that emotional sharing is sometimes evident but not consistently practiced. As noted by Maulina et al. (2024), adolescents’ willingness to open up is shaped by emotional comfort, parental responsiveness, and the perceived safety of the communication environment. Table 6. Parent-Teen Communication in Terms of Openness in Sharing Personal Feelings and Experiences Statement Mean Descriptive Rating Opening up to my parents about my personal feelings and experiences is happening regularly. 3.25 Moderate Feeling comfortable discussing my emotions with my parents is being experienced. 3.32 Moderate Sharing details about my day-to-day activities with my parents is occurring frequently. 3.58 High Being honest with my parents about my struggles is always practiced. 3.60 High Receiving encouragement from my parents to express my feelings is consistently felt. 3.49 High Mean 3.45 High Note. Very High = Always demonstrated. High = Oftentimes demonstrated. Moderate = Sometimes demonstrated. Low = Seldom demonstrated. Very Low = Never demonstrated. 3.3.2. Active Listening Behaviors—The results in Table 7 show that the overall mean for parent–teen communication in terms of active listening behaviors was 3.43, indicating a high level of active listening. This descriptive rating indicates that listening-related behaviors are oftentimes observed among adolescents and their parents in mainstream-income families in Talomo District, Davao City. The high overall rating suggests that communication within families frequently reflects attentive, respectful listening that supports deeper understanding. According to TSoC and TSoC (2023), active listening enhances family connectedness by promoting mutual respect and validating each other’s perspectives. In the same vein, Naar and Suarez (2021) emphasized that effective listening behaviors create an environment in which adolescents feel heard, valued, and more willing to engage in meaningful conversations. The mean scores range from 3.23 to 3.62, showing a combination of Moderate and High levels of active listening practices. The highestrated statement, Actively listening to each other during discussions (Magpaninghog marayaw bang awn kapagbisarahan in pamilya.), obtained a mean of 3.62, categorized as High, reflecting consistent attentiveness during family conversations. Meanwhile, the lowest-rated item, Maintaining eye contact while the other is speaking (Pagbisara na mag atod ha mata sin kabisara), received a mean of 3.23, interpreted as Moderate, indicating that non-verbal listening cues are sometimes observed but not consistently practiced. As noted by Shields (2021), active listening requires both verbal and non-verbal engagement, and these behaviors may vary depending on emotional comfort, communication habits, and family norms. 20 ISSN 3028-1261 10.5281/zenodo.17825370/NIJSE.2025 NIJSE (2025) - Table 7. Parent-Teen Communication in Terms of Active Listening Behaviors Statement Mean Descriptive Rating Actively listening to each other during discussions is always practiced in my family. (Magpaninghog marayaw bang awn kapagbisarahan in pamilya.) 3.62 High Paying full attention to each other without interruptions is commonly observed. (Magpaninghog marayaw iban di ra magsamok bang nagbisara in pamilya.) 3.48 High Showing interest in what each other says by nodding or reacting appropriately is happening often. (Pagpakita na interesado kaw ha pyagbisarahan sin pamiya.) 3.27 Moderate Acknowledging each other’s opinions before responding is regularly done. (Pagbaw ha kyapagbisarahan bago pa mag maka asip.) 3.57 High Maintaining eye contact while the other is speaking is consistently observed. (Pagbisara na mag atod ha mata sin kabisara.) 3.23 Moderate Mean 3.43 High Note. Very High = Always demonstrated. High = Oftentimes demonstrated. Moderate = Sometimes demonstrated. Low = Seldom demonstrated. Very Low = Never demonstrated. 3.3.3. Constructive Conflict Resolution— The results in Table 8 show that the overall mean for parent–teen communication regarding constructive conflict resolution was 3.52, indicating a High level. This descriptive rating indicates that conflict-related behaviors are oftentimes observed among families in mainstream-income communities in Talomo District, Davao City. The high overall rating suggests that parent–teen interactions frequently involve efforts to manage disagreements in ways that minimize emotional harm and promote understanding. According to Jagannath et al. (2020), constructive conflict resolution within families enhances emotional security and strengthens communication patterns by encouraging calm, respectful exchanges. In the same vein, Kafel (2020) emphasized that positive conflict-resolution practices help maintain relational stability and reduce communication breakdowns during disagreements. The mean scores range from 3.36 to 3.64, indicating a mix of moderate and high levels of conflict-resolution practices. The highest-rated statement, Apologizing and admitting mistakes during conflicts (Pagpangayo maaf bang awn nahinang.), had a mean of 3.64, which is categorized as high. Meanwhile, the lowest-rated item, Discussing differences of opinion without escalating to yelling (Pagbisara sadja marayaw na di ikada magkalo), received a mean of 3.36, interpreted as moderate. As noted by Wang et al. (2020), the ability to engage in constructive conflict resolution depends on emotional regulation, communication maturity, and the family’s overall approach to managing tension. 3.3.4. Engagement in Discussions About Life Decisions—The results in Table 9 show that the overall mean for parent–teen communication regarding engagement in discussions about life decisions was 3.34, indicating a moderate level. This descriptive rating indicates that behaviors such as participating in important family discussions, thinking critically about decisions, and receiving guidance on future choices are sometimes observed among adolescents in mainstream-income families in Talomo District, Davao City. According to Pyke-Grimm et al. 21 ISSN 3028-1261 10.5281/zenodo.17825370/NIJSE.2025 NIJSE (2025) - Table 8. Parent-Teen Communication in Terms of Constructive Conflict Resolution Statement Mean Descriptive Rating Resolving disagreements with calm and respectful discussion is always attempted. (Marayaw na pagbisara na kalma sadja in piyapakita.) 3.59 High Finding solutions that satisfy everyone involved is often achieved. (Maghinang sin mga ikarayaw sin katan.) 3.52 High Discussing differences of opinion without escalating to yelling is consistently practiced. (Pagbisara sadja marayaw na di ikada magkalo.) 3.36 Moderate Taking time to cool down if a conversation gets too heated is regularly done. (Magsabar na sadja bang mapaso na in kyapagbisarahan.) 3.48 High Apologizing and admitting mistakes during conflicts is commonly observed. (Pagpangayo maaf bang awn nahinang.) 3.64 High Mean 3.52 High Note. Very High = Always demonstrated. High = Oftentimes demonstrated. Moderate = Sometimes demonstrated. Low = Seldom demonstrated. Very Low = Never demonstrated. (2022), meaningful involvement in discussions about life decisions strengthens adolescents’ confidence and helps them develop a sense of responsibility and autonomy. In the same view, Cousino et al. (2023) emphasized that parental inclusion in decision-making conversations supports cognitive growth and nurtures young people’s ability to evaluate choices thoughtfully. Table 9. Parent-Teen Communication in Terms of Engagement in Discussions about Life Decisions Statement Mean Descriptive Rating Involving me in discussions about important family decisions is happening regularly. (Paghadir iban pagtabang bang awn importante kapagbisarahan sin pamilya.) 3.16 Moderate Considering my input on significant life choices is consistently done. (Ikapasampay in kako kabayaan pagpi sin ikarayaw ha pamilya.) 3.82 High Encouraging me to think critically about big decisions is always encouraged. (Pagdihil kaymo encouragement na makapaghinang kaw ikarayaw ha pamilya.) 3.46 High Discussing the consequences of important decisions is frequently practiced. (Makapasampay ha mga kabayaan mahinang.) 3.22 High Supporting me to make my own decisions about my future is constantly experienced. (Pagdihil kahalan sin mga kyapag isunan para ha ikarayaw ha susung.) 3.03 Moderate Mean 3.34 Moderate Note. Very High = Always demonstrated. High = Oftentimes demonstrated. Moderate = Sometimes demonstrated. Low = Seldom demonstrated. Very Low = Never demonstrated. The mean scores range from 3.03 to 3.82, reflecting a mix of Moderate and High levels of engagement. The highest-rated item, Considering my input on significant life choices (Ikapasampay in kako kabayaan pagpi sin ikarayaw ha pamilya.), obtained a mean of 3.82, categorized as high. Meanwhile, the lowest-rated statement, Supporting me to make my own decisions about 22 ISSN 3028-1261 10.5281/zenodo.17825370/NIJSE.2025 NIJSE (2025) - my future (Pagdihil kahalan sin mga kyapag isunan para ha ikarayaw ha susung.) received a mean of 3.03, interpreted as moderate. As noted by Oosterhoff et al. (2020), adolescents’ engagement in discussions about life decisions is influenced by parental support, developmental readiness, and the clarity of communication norms within the family. 3.4. Summary on Parent-Teen Communication—The results in Table 10 show that the overall mean for parent–teen communication within mainstream-income communities in Talomo District, Davao City is 3.44, interpreted as High. This descriptive rating indicates that core communication behaviors are oftentimes observed among families in the district. The high overall mean suggests that most parent–teen exchanges reflect supportive, respectful, and meaningful communication, contributing to emotional connection and relational stability. According to Suarez and Iles (2023), strong communication practices within families promote adolescents’ socio-emotional development and strengthen trust between parents and teens. In the same view, Vongsavanh et al. (2020) emphasized that consistent communication engagement enhances adolescents’ confidence, encourages open dialogue, and reduces relational tension. The table also shows that three communication indicators, Openness in Sharing Personal Feelings and Experiences (3.45), Active Listening Behaviors (3.43), and Constructive Conflict Resolution (3.52), are all rated high, indicating that these practices are frequently observed across households, these findings imply that adolescents and parents often exchange feelings openly, listen attentively, and resolve conflicts through calm, respectful dialogue. Meanwhile, the indicator Engagement in Discussions About Life Decisions (3.34) is interpreted as Moderate, suggesting that decisionrelated conversations occur but are not yet consistent in all families. As noted by Jamal (2021), adolescents’ involvement in meaningful decision-making depends on parental support, communication openness, and the opportunities families provide for critical thinking. Table 10. Parent-Teen Communication Within Mainstream Income Community in Talomo District, Davao City Indicators Mean Descriptive Equivalent Openness in Sharing Personal Feelings and Experiences 3.45 High Active Listening Behaviors 3.43 High Constructive Conflict Resolution 3.52 High Engagement in Discussions About Life Decisions 3.34 Moderate Overall Mean 3.44 High Note. Very High = Always demonstrated. High = Oftentimes demonstrated. Moderate = Sometimes demonstrated. Low = Seldom demonstrated. Very Low = Never demonstrated. 3.5. Relationship Between Family Life Education and Parent-Teen Communication Within Mainstream Income Community—The results of the analysis on the relationship between family life education and parent-teen communication within the mainstream income community in Talomo District, Davao City, are presented. Bivariate correlation analysis using Pearson Product-Moment Correlation was utilized to determine the relationship between the variables mentioned. 23 ISSN 3028-1261 10.5281/zenodo.17825370/NIJSE.2025 NIJSE (2025) - Table 11. Relationship Between Family Life Education and Parent-Teen Communication Within the Mainstream Income Community in Talomo District, Davao City Family Life Education r-value p-value Decision Improved Communication Skills .495** 0.000 Reject H0 Responsible Decision-Making .373** 0.000 Reject H0 Healthy Relationship Practices .246** 0.000 Reject H0 Awareness and Management of Emotional Health .611** 0.000 Reject H0 Overall Family Life Education 0.715** 0.000 Reject H0 Note. ** indicates significance at p <.05. Perfect correlation: r = 1.00. Strong correlation: 0.70 r <1.00. Moderate correlation: 0.30 r <0.70. Weak correlation: 0.00 <r<0.30. No correlation: r = 0.00. The results in Table 11 indicate a strong positive relationship between overall family life education and parent–teen communication in mainstream-income communities in Talomo District, Davao City, with an r-value of 0.715 (p = 0.000), leading to the rejection of the null hypothesis. This suggests that as family life education becomes stronger, through improved communication skills, responsible decision-making, healthy relationship practices, and emotional health awareness, adolescents are more likely to engage in open, respectful, and meaningful communication with their parents. According to Miller et al. (2020), educational inputs that strengthen interpersonal skills and emotional readiness significantly enhance communication quality within families. Similarly, Brown et al. (2021) noted that positive developmental guidance fosters relational warmth, reduces misunderstandings, and strengthens communication bonds between young people and their caregivers. Among the domains of family life education, awareness and management of emotional health demonstrated the strongest positive correlation with parent–teen communication (r = 0.611, p = 0.000). This implies that adolescents who are better able to identify emotions, manage stress, and communicate their feelings tend to interact more openly and constructively with their parents. Meanwhile, improved communication skills showed a moderate positive relationship (r = 0.495, p = 0.000), and responsible decision-making also demonstrated a moderate association (r = 0.373, p = 0.000). In contrast, healthy relationship practices recorded the weakest but still significant positive correlation (r = 0.246, p = 0.000), indicating that while relationship behaviors contribute to communication quality, their influence is comparatively lower. These findings highlight the importance of holistic family life education that prioritizes emotional readiness, open communication, and supportive relational dynamics. As Silva et al. (2021) emphasized, strengthening socio-emotional foundations and cultivating family environments that encourage reflection, empathy, and guided autonomy can greatly enhance communication patterns and overall family functioning. 3.6. Influence of Family Life Education on the Parent-Teen Communication Within Mainstream Income Community—The influence of family life education on the parent-teen communication within the mainstream income community in Talomo District, Davao City, presents significant insights, as evidenced by the regression analysis results shown in the provided table. The results of the regression analysis reveal that improved communication skills significantly influence parent–teen communication, as indicated by a B-value of 0.334, Beta of 0.386, and p-value of 0.000, leading to the rejection of the null hypothesis. This means that for every one-unit increase in improved communication skills taught through family life education, parent–teen communication improves by 0.334 24 ISSN 3028-1261 10.5281/zenodo.17825370/NIJSE.2025 NIJSE (2025) - units. This finding highlights the importance of communication-focused learning, in which adolescents are guided to articulate their thoughts clearly, listen attentively, and respond respectfully during family interactions. Milkie et al. (2021) noted that structured communication development enhances interpersonal clarity and strengthens responsiveness to communication, factors that directly influence parent–teen dialogue. This aligns with the idea that communication guidance reduces barriers and enhances interaction quality within the family. Table 12. Influence of Family Life Education on Parent-Teen Communication Within the Mainstream Income Community in Talomo District, Davao City Domains of Family Life Education B S.E. Beta p-value Decision Improved Communication Skills .334 .039 .386 .000 Reject H0 Responsible Decision-Making .184 .029 .259 .000 Reject H0 Healthy Relationship Practices -.046 .038 -.055 .229 Accept H0 Awareness and Management of Emotional Health .338 .026 .543 .000 Reject H0 Adjusted R2= 0.599 F-value = 93.352** p-value = 0.000 Note. *Significant at p <.05. The analysis also shows that responsible decision-making significantly influences parent–teen communication, with a B-value of 0.184, Beta of 0.259, and p-value of 0.000, thus rejecting the null hypothesis. This suggests that when adolescents are taught to make thoughtful, value-guided decisions, parent–teen communication increases by 0.184 units. Practically, this means that decision-making skills enable adolescents to engage in deeper, more meaningful discussions with their parents. Costanzo (2022) highlighted that when young people are supported in making responsible decisions, communication becomes more intentional, reflective, and relationally grounded. This finding aligns with the idea that cognitive guidance and decision-making support enhance communication openness and clarity within families. In contrast, healthy relationship practices do not significantly influence parent–teen communication, as shown by a B-value of -0.046, Beta of -0.055, and p-value of 0.229, leading to the acceptance of the null hypothesis. Practically, this means that healthy relational practices may exist in the home but do not necessarily translate into improved communication unless paired with emotional openness and communicationfocused skills. Glenn et al. (2024) explained that relational behavior alone, without a strong communication structure or emotional readiness, tends to be passive rather than communicative. This contradicts the assumption that positive relationship behaviors automatically produce better conversations, suggesting that communication improvement requires more direct emotional and cognitive engagement. Meanwhile, awareness and management of emotional health demonstrate the strongest significant positive influence on parent–teen communication, with a B-value of 0.338, Beta of 0.543, and pvalue of 0.000, leading to the rejection of the null hypothesis. This indicates that for every one-unit increase in emotional health awareness, parent–teen communication improves by 0.338 units. 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