Early language development is a critical foundation for later literacy, academic achievement, and socioemotional competence, yet disparities remain pronounced in geographically vulnerable communities. This study examined the relationship between teacher-perceived parental involvement and the language development of kindergarten learners in six (6) coastal schools in the Panganiban District during the 2024– 2025 academic year. Anchored in Bronfenbrenner’s Ecological Systems Theory and Vygotsky’s Sociocultural Theory, the study assessed parental involvement across home literacy activities, school-related support, and parent–teacher communication, alongside learners’ language competencies in vocabulary, grammar, comprehension, and expressive skills. Employing a descriptive–correlational research design, data were collected using a validated researcher-developed questionnaire administered to 60 kindergarten learners, their parents, and teachers. Descriptive statistics, including weighted means, were used to determine levels of parental involvement, language development, and perceived challenges, while Pearson product–moment correlation analysis examined the relationship between the key variables. Results indicated a high level of parental involvement (overall WM = 3.49), particularly in school-based support and communication with teachers. Kindergarten learners demonstrated generally strong language development (overall WM = 3.16), with vocabulary and comprehension emerging as relative strengths. Correlation analysis revealed a moderate, positive, and statistically significant relationship between parental involvement and language development (r = 0.541, p < 0.05). Despite these positive outcomes, parents reported persistent challenges related to time constraints, limited literacy materials, and language barriers (overall WM = 3.08). The findings underscore the importance of context-responsive strategies that strengthen home literacy practices and sustain effective home–school collaboration to enhance early language outcomes in coastal communities.

Keywords: teacher competence, inclusive pedagogy, professional development, classroom adaptation, educational equity