The purpose of the study is to determine the regression analysis of behavioral engagement on the relationship between the teacher emotional support and parental involvement on attitude of students toward mathematics. Quantitative, non- experimental research utilizing descriptive correlational techniques analysis was utilized in this study. A sample of 198 randomly selected grade 10 students answered the surveys on the two variables. Results showed that the levels of teacher emotional support, parental involvement, attitude of students toward mathematics. There were no significant relationships between teacher emotional support and attitude of students toward mathematics, and parental involvement and attitude of students toward mathematics. Results also revealed that behavioral engagement partially significantly affected the relationship between teacher emotional support and parental involvement. It no signifies that teachers should look into other factors that affect the academic commitment of a student and not just their instructional support. Teachers should also consider the attitude of students toward mathematics, specifically their self-confidence, value, enjoyment, and motivation as they partially or significantly affect the relationship between teacher emotional support and parental involvement.