This research aimed to explore the nature, extent, and impact of parent participation in school governance through an ethnographic approach. The study was to examine both the formal and informal mechanisms through which parents engage in school decision-making processes, shedding light on the various ways their input is sought or excluded. The researcher adopted a qualitative ethnographic design, which was particularly suited for exploring the cultural and social dynamics within a specific community, in this case, the collaboration between school administrators and parents in school governance. The study includes key members of the school governance committee, such as parent representatives, school board members, and community stakeholders, along with a target of eight participants consisting of three (3) Master Teachers, two (2) Administrative Officers, and three (3) Coordinators. The findings under this theme emphasize the importance of structured parent involvement in decision-making bodies and the need for a more collaborative approach to leadership in schools. Schools that actively engage parents through established governance structures, such as Parent-Teacher Associations (PTAs) or school councils, create an environment where decision-making is more inclusive and reflective of the diverse voices in the school community.