ABSTRACT
This qualitative study aimed to determine the collaborative experiences of parents and teachers in improving the reading performance of Key Stage I learners as a basis for the development of a school partnership program. The study identified limited parental involvement, time constraints, communication barriers, and insufficient resources as challenges affecting collaboration. Despite these difficulties, parents and teachers demonstrated adaptive strategies, such as regular follow-ups, reading interventions, and home-based support activities, to improve learners’ reading performance. Data were gathered through in-depth interviews with Key Stage I parents and teachers and were analyzed using thematic analysis. The findings showed that effective parent-teacher collaboration is characterized by consistent communication, shared learning strategies, and mutual support in addressing learners’ reading difficulties. These findings underscore the need for a structured school partnership program that provides support mechanisms to strengthen literacy development.
Keywords: Parent-Teacher Collaboration, Reading Performance, Key Stage I Learners, School Partnership Program
INTRODUCTION
Background of the Study
In the contemporary educational landscape, the partnership between parents and teachers has emerged as a cornerstone for enhancing learners’ reading performance. Research underscores that when parents and teachers collaborate—by sharing strategies, setting common goals, and maintaining open communication—students demonstrate notable gains in reading comprehension, motivation, and overall literacy achievement. Large-scale analyses and longitudinal studies have confirmed that such collaboration is particularly influential during the early years of schooling, where foundational literacy skills are established (Koivuhovi et al., 2025).
Empirical evidence further indicates that environments fostering joint support from families and educators yield both quantitative improvements in reading skills and qualitative benefits such as heightened motivation and engagement (Mims, 2025).
The Department of Education (DepEd) emphasizes that reading serves as a fundamental skill for lifelong learning and academic success, as it contributes to vocabulary development, general knowledge acquisition, and cognitive growth. Reading performance is particularly critical during the early years of Key Stage 1 (KS1) learning, where students develop essential competencies in reading, writing, numeracy, and values formation (DepEd, 2025).
Recent studies affirm that effective parent-teacher collaboration significantly enhances students’ academic performance, including their reading skills (Del Valle, 2023). Such partnerships are associated with improved academic achievement, more positive attitudes toward school, and better classroom behavior (Burhan et al., 2021). Parents play a vital role as their child’s first teachers, advocates, and lifelong learning mentors (Alquizola et al., 2021). By fostering a supportive home environment and maintaining open communication with educators, parents contribute to their children’s holistic development and academic success (Li et al., 2023).
Teachers, on the other hand, play a multifaceted role as instructors, mentors, motivators, and facilitators (Maker, 2022). They guide learners in developing subject mastery, critical thinking, social skills, and personal growth (OECD, 2021). Moreover, teachers design engaging lessons, manage classroom environments, provide individualized support, assess student progress, and serve as role models who inspire lifelong learning and overall well-being (Korthagen & Nuijten, 2022).
Despite the recognized importance of this partnership, inconsistent communication and limited collaboration between parents and teachers continue to hinder the reading performance of KS1 learners, resulting in missed opportunities for shared strategies and reinforcement at home (Deimann & Guthrie, 2022). Research shows that active parental involvement combined with consistent teacher feedback significantly enhances literacy skills (Caliskan & Ulas, 2022). However, socioeconomic constraints and limited access to educational resources often impede the establishment of effective home–school partnerships (Romeo et al., 2022).
Given these challenges, this study sought to examine the collaboration between parents and teachers in improving the reading performance of KS1 learners. Furthermore, it aimed to utilize the findings as a basis for developing a comprehensive school partnership program. By exploring the impact of parent-teacher collaboration on students’ reading performance, this research endeavored to provide valuable insights for educators, policymakers, and parents in their collective efforts to enhance literacy outcomes and promote equitable learning opportunities.
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