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Abstract
This study explores parental involvement in school programs and activities within Archdiocesan schools during the academic year 2023-2024, aiming to inform the development of an enhanced PTA program. Using a descriptive-correlational design with 192 participants, the research examines how PTAs collaborate in various roles, such as financiers, observers, and others, to support and improve school initiatives. The results indicate a relatively high level of parental participation, showing a correlation between degrees of involvement and employment position. The findings suggest well-rounded participation across different roles, where parents contribute financially, actively observe their children's progress, volunteer their time and skills, and, in some cases, hold decision-making power, while others stay informed as interested observers. Recommendations for parents, school administrators, and the TASS superintendent are provided to strengthen program implementation through an improved PTA program. The study underscores the importance of a strong parent-teacher partnership in fostering well-rounded and socially responsible citizens.
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