The critical point of learning process lies beyond the qualities of instruction delivered by teachers. It is the form and shape of guidance, including support and supervision, exerted by parents at home, and even all matters affecting their children’s learning conditions. This study described and examined parental involvement and teachers’ responsibilities among selected public schools in the Philippines. Utilizing descriptive-correlational design to describe the relationship between parental involvement and teachers’ responsibilities in student learning process, the study employed one hundred fifty (150) randomly selected teachers from the National Capital Region and Western Visayas Region as respondents. Results showed that parental involvement is a critical component for success of an educational system because they put immense amount of support not only to their children but also to teachers. Parental involvement is significant for the success of learners’ learning process which tend to directly influence the behavior and synergy of teachers to fulfill their responsibilities. When parents are more involved in motivating their children, teachers are more likely to adopt and implement more effective instructional strategies.

Keywords: parental involvement, teachers’ responsibilities, school engagement; intrinsic/extrinsic motivation, physical presence, instructional strategy, emotional and social support, ethical responsibility