Extent of Parent-Teacher Collaborative Teaming and Learners Reading Competency

Aim:The purpose of this study is to examine the extent of parent-teacher collaborative teaming and its impact on the reading competency of elementary learners in Cluster II of Bagumbayan District III, Sultan Kudarat Division.Specifically, this study aimed to determine the level of parent-teacher collaboration, assess the reading difficulties experienced by learners, and identify the factors affecting their reading proficiency.Furthermore, this study sought to establish whether parent-teacher collaboration significantly predicted students' reading competency.Methodology: Employing a quantitative research approach, the study involved 47 parents whose children participated in the program within Cluster II of Bagumbayan District III during the 2024-2025 school year.A validated questionnaire was utilized to assess the extent of collaborative teaming among stakeholders, while secondary data analysis was conducted to determine the learners' reading competence.The study employed descriptive statistics, specifically the mean, and inferential statistics, using Pearson's r, to analyze the data. Results:The findings revealed that both home-based involvement and school-based involvement were categorized as Extensive Collaboration.Overall, the extent of parent-teacher collaborative teaming was likewise described as Extensive Collaboration.In terms of reading competence, learners demonstrated performance at the Instructional Level in both reading fluency and reading comprehension.Correlational analysis indicated a moderate positive relationship between parent-teacher collaborative teaming and learners' reading fluency and reading comprehension. Conclusion:In Bagumbayan District III, Sultan Kudarat Division, parents and teachers maintain a strong collaborative partnership in supporting students' learning.Parental involvement is more prominent at home than in school-based activities.While students demonstrate some fluency and comprehension, they still require guidance to reach independent reading proficiency.The level of parent-teacher collaboration significantly influences students' reading skills, with higher parental engagement linked to improved fluency and comprehension.