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CHAPTER II
Review of Related Literature
This chapter presents the different literature and studies which the researchers found

relevant to the present investigation.

Foreign Literature

Ranga (2017). Spirituality is a way of life where one loses interest in worldly affairs

and move towards eternal goals. Very few people in the world would get the boon

of spiritual awakening and they tend to have a different view of the world and life compared

to all others around. But in most cases, they are humble, peace-loving and prefer self-

thought. The desire for spiritual growth does not come from external lectures or reading but

from within. For the wisdom bosoms within their heart making them feel better and happier

with what they are and how they are.

However, Frabutt et al. (2010). Throughout the history of Catholic education, the

Catholic Church has emphasized and extolled the primacy of parents in the education of

their children (Caparros, Thériault, & Thorn, 1993; Catechism of the Catholic Church, 1999;

Leo XIII, 1885). At the same time, the unique and primary role of the parent-educator is not

solitary.

Furthermore, The pastors, principals, and teachers who educate and care for Catholic

children in the parish and school are collaborators with parents in the spiritual and

intellectual formation of their children. The Catholic parish and school become a second

home of sorts where the faith and values first modeled by the parents are reinforced through
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the formal enterprise of religious education and catechesis. The Congregation for Catholic

Education (1997), the Vatican office charged with international oversight for all Catholic

educational matter worldwide, remarked that “[m]any of the students will attend a Catholic

school—often the same school— from the time they are very young children until they are

nearly adults” (§27). Because of this, “it is only natural that they should come to think of the

school as an extension of their own homes” (§27).

Bornstein et al. (2017). Parents greater religiousness had both positive and negative

associations with parenting and child adjustment. Greater parent religiousness when children

were 8 was associated with higher parental efficacy at 9 and, in turn, children's better social

competence and school performance and fewer child internalizing and externalizing

problems at 10.

However, greater parent religiousness at 8 was also associated with more parental

control at 9, which in turn was associated with more child internalizing and externalizing

problems at 10. Parental warmth and rejection had inconsistent relations with parental

religiousness and child outcomes depending on the informant. With a few exceptions,

similar patterns of results held for all 4 religions and the unaffiliated, 9 sites, mothers and

fathers, girls and boys, and controlling for demographic covariates.

Catholic Diocese of Sioux Falls (2020). Parents of Catholic school students are

traditionally more involved and engaged in their student’s education. Parents are supportive
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and volunteer in the classroom, at home with homework and in the student family

organizations of the school. As a parent, you know the importance of making an informed

decision and you want the best for your child. Catholic schools may be right for your

family. 

Local Literature

Ocampo et al. (2013) revealed that they believe in the existence of God, have a

personal relationship with God, trust in God’s plans, and have the notion of non-distinction

between spirituality and religiosity. Their spiritual practices include attendance in worship

services and observance of religious rituals, seeking God’s guidance through prayer and

devotion, and helping others. Influences from their parents, peers, and the school

supplement and augment each other, and provide support for adolescent spirituality, which,

in turn, enhances the self and relationships of the adolescents through positive intrapersonal

and interpersonal changes. The implications of these findings are discussed using the

positive youth development approach.

Foreign Studies

Spirituality extends beyond an expression of religion or practice of religion. There is

a pursuit for a spiritual dimension that not only inspires but creates harmony with the

universe. That relationship between ourselves and something greater compels us to seek

answers about the infinite.

According to Ross (2012). Given that all schools solicit parent participation, an

important question is whether and how this varies by school. I draw on observation and
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interviews with parents, teachers, and administrators at a Jewish day school and Catholic

school to identify forms and patterns of participation. I found that communicating and

volunteering were similar at each, but parents at the Jewish school were involved in decision

making and governance whereas parents at the Catholic school were not. This variation may

be explained by the history and culture of each as well as trade-offs that parents make in

choosing a particular school.

According to Hatchman (2013). In Australia, levels of engagement with religious

practice and understanding of Catholic spirituality have been in decline. These declines have

become increasingly evident within families and students in Catholic schools, even for those

who have an active faith life. While acknowledging the traditional role of the family and the

Catholic school in fostering the religious and spiritual lives of young people, the very nature

of these institutions is increasingly complex.

According to Davis (2018). Catholic school parents were expected to volunteer to

work at the school and participate in fundraising activities for the school. These parental

expectations were vital to the school's financial base, as nuns continue to be replaced by lay

teachers. Also, Catholic school parents were required to supervise the completion of a

child's homework and support school rules, such as children wearing uniforms. Protestant

school principals indicated that their parents were active in school-based activities such as

sports, the performing arts, classroom support, as well as in school-wide activities such as

open houses and fundraisers. Although the Catholic and Protestant schools provided
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opportunities for parents to participate in the school decision-making process, few principals

reported all parent-school boards or parents making the primary decisions beyond

participation in the selection of the school principal.

According to Elayne and Casey (2012). This qualitative study investigated parents’

and principals’ expectations of their roles in the parent-school relationship and how they

defined, encouraged, and realized parental involvement within an urban Catholic high

school setting. Through pattern analysis and axial coding of the data collected from parents

and principal interviews, documents, and observations at parent-school meetings and events,

four patterns emerged: (a) the underlying child-centered mission, (b) the parents’ role in

supporting the student, (c) the parent-school relationship created to support the student, and

(d) the principals’ role in creating a trusting environment that promotes parental

involvement.

According to Frabutt (2010). A preliminary descriptive analysis was conducted to

examine basic trends in survey questions regarding parental involvement in the parish

school. On average, pastors rated the importance of parental involvement in the parish

school 4.25 out of a possible 5. The average score of 4.25 for the importance of parental

involvement falls between very important (4) and extremely important (5) and was ranked

fourth in importance after Catholic identity (M = 4.63), finances (M = 4.45), and long-range

planning (M = 4.29). However, when asked to select the top areas currently being addressed

in the parish school, parental involvement fell to 8 out of 16 priorities. Pastors also rated
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parents' third-highest for the support and backing they provide regarding school matters

behind only the principal (rated number 1) and school board (rated number 2).

According to Sermini (2013). The rate at which American adults are changing

religious affiliations and/or incorporating multiple religious/spiritual traditions at once to

suit their individual needs is growing rapidly and changing the traditional religious

landscape. Three new categories of religiosity/spirituality have been identified in the

literature: being both religious and spiritual, spiritual but not religious, or religious but not

spiritual. This qualitative study explored how parents that self-identified as having a

religious/spiritual identity made meaning of these identities and how these identities

influenced their parents.

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Theoretical Framework

Conceptual Framework

Prayerful

Religous Parents Devoted

Faithful