Parenting Patterns of Factory-Worker Parents and Their Influence on Elementary Students’ Personality: A Case Study at SDN 4 Bakalan, Jepara
DOI:
https://doi.org/10.65820/ejes-5vol2-issue2-2026Keywords:
Parenting styles, Factory-worker parents, Personality development, Behaviourism, Elementary school students, Democratic parentingAbstract
Purpose: This study examined parenting patterns among factory-worker parents and their influence on the personality development of elementary school students at SDN 4 Bakalan, Jepara Regency, using a behaviourist perspective.
Methodology: A qualitative case study was conducted with 17 students of factory workers. Data were collected through interviews, observations, and documentation, and analysed using data reduction, display, and conclusion drawing with triangulation for validity.
Results: Three parenting styles were identified: permissive (41.2%), democratic (35.3%), and authoritarian (23.5%). Permissive parenting was most common due to parents’ work demands. Democratic parenting supported positive traits such as independence and responsibility, while authoritarian parenting encouraged discipline but also fearfulness. Permissive parenting was linked to low self-control and weak responsibility. Parenting effectiveness was influenced by education, income, family support, and limited parent–child interaction.
Novelty and Contribution: The study provides context-specific evidence on factory-worker parenting in relation to child personality development, linking behaviourist theory with occupational constraints in a developing setting.
Practical and Social Implications: The study highlights the need for supportive interventions that help working parents maintain effective, balanced parenting practices to promote healthy child development. The study also emphasises the social impact of industrial work on family life and the importance of community and workplace support for working parents.
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Copyright (c) 2026 N. Fitriyah, E Zamroni, , WS. Rondli, (Author)
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This article is licensed under a Creative Commons Attribution 4.0 International License.
