Abstract
The researchers investigated the effects of conducting Parent-Teacher Consultation to the roles of parents and outcomes among the identified Learners at-Risks of Nagpayong High School from school year 2021-2022. Respondents were section advisers, learners at-risks and the learners at-risks’ parents who were selected based on their availability and willingness to participate in this study. Mixed method was utilized to obtain answers to the research questions using researcher-made questionnaires and semi-structured interviews. The results revealed the teachers-initiated teacher-parent conference (PTC) through distance communication, face-to-face meeting, other means of communication and exerted interventions. Then, findings were positively manifested in the effects of PTC to the roles of parents. Results also revealed that parents modelled positive attitudes, did monitoring, got involved academically, collaborated with the school, and motivated the learners; however, it also exposed leniency among parents as they still allow their children to skip classes and play mobile games despite their school responsibilities. Also, giving rewards is not highly practiced by parents. Students also narrated learning experiences such as Home-related factors, Lack of Resources, Leisure as Distraction, and Learning Behaviour and Attitude as the perceived causes of their poor performances. Conducting PTC was believed to affect their feelings, actions and relationship with their parents. Also, teachers expressed home-related factors, lack of interest, lack of resources and dishonesty that caused them problems in conducting PTC. On the other hand, teachers’ responses about the effects of PTC were categorized into positive and negative: parents’ active participation, realization of the needs, consistent monitoring, learners’ active participation, understanding of rules, strengthened communication and relationship, parent’s positive response and increased passing rate are the unfolded positive effects; while too much consideration, habitual actions, low quality of learners and blaming teachers are the conveyed negative effects. Lastly, the researchers extracted recommendations for teacher’s involvement, school administration support, and parents’ motivation.
