ABSTRACT Parental educational involvement, anxiety about children's education, and satisfaction collectively influence child development. However, it remains unclear whether distinct subpopulations of parents exhibit different patterns across these factors, and how these subpopulations vary across schools. This study addresses this gap by analyzing data from 28,013 parents across 111 schools. Using single‐level and multilevel latent profile analyses, we identified three distinct parent profiles. Profile High Involvement and Satisfaction and Low Anxiety exhibited the highest level of behavioral involvement, expectations on children's educational attainment and school quality, as well as school satisfaction, along with the lowest anxiety. In contrast, profile Low Involvement and Satisfaction and High Anxiety showed the lowest levels of involvement and satisfaction, alongside the highest levels of anxiety. Profile Moderate Involvement and Satisfaction and High Anxiety included parents with medium levels of involvement and satisfaction but a level of anxiety as high as profile Low Involvement and Satisfaction and High Anxiety. The analysis also identified three school classes, each with varying prevalence of the parent profiles. Parental committee participation, education level, and gender significantly predicted parent profile membership, and educational stage significantly predicted the school class membership. The findings highlight the heterogeneous patterns of parental educational characteristics, offering insights for designing tailored interventions on parents.