This study aimed to investigate the influence of parental expectations and domestic responsibility on the social development of students in Cluster 13 Public Secondary Schools in Davao City. A total of 261 Grade 8 students were selected using simple random sampling, and data were collected through an adapted survey questionnaire validated through pilot testing. The findings reveal that parental expectations are generally rated as extensive, indicating frequent communication of academic goals, monitoring of domestic responsibilities, and investment in educational resources. Conversely, domestic responsibility is rated as moderately extensive, suggesting that students occasionally participate in household tasks, caregiving, and management of personal affairs. The extent of social development among students is also rated as extensive, reflecting frequent demonstration of effective communication skills, conflict resolution abilities, and active participation in group activities. Regression analysis shows that both parental expectations and domestic responsibility significantly influence social development, with parental expectations having a stronger impact. These results support the Expectancy-Value Theory by Eccles (1983), which emphasizes the impact of parental expectations on student behavior, as well as Bandura's (1977) Social Learning Theory and Bronfenbrenner's (1979) Ecological Systems Theory. It is recommended that schools enhance parent engagement programs and provide guidance to parents on setting clear expectations and promoting responsible behavior among students.