Abstract
This study employed a descriptive-correlational research design to determine the profiles of parents and their roles in supporting their children's learning during class suspensions due to natural disasters and calamities. A researcher-developed questionnaire was administered to 120 teachers, selected through purposive quota sampling, in the district within the City Schools Division of Tarlac. The respondents included 20 parents from each grade level from Grade 1 to Grade 6. The instrument was validated by five expert jurors, achieving an average validity rating of 4.97, and demonstrated high reliability with Cronbach's Alpha of .96, interpreted as excellent. Data analysis used frequency counts, percentages, means, standard deviations, and Chi-Square tests. Results revealed that most respondents were young, educated, economically active parents with access to digital technology, which likely contributed to their active engagement in supporting their children's learning during emergencies. The extent of parental support was rated very high across various functions, including information dissemination, communication facilitation, clarification of learning tasks, and encouragement of learner engagement, indicating a comprehensive and vital parental role during class suspensions. Socioeconomic factors such as employment status, income, and internet access significantly influenced parents' support roles. In contrast, demographic variables such as age, educational attainment, devices used, marital status, and number of children did not show significant relationships. The findings underscored the importance of socioeconomic status over demographic characteristics in shaping parental involvement during emergency learning situations.
