top of page
Published in
Academic Frontiers
Parents Role and Responsibilities in the Implementation of the Families and Reading Eminently (FARE) Program
ACADEMIC FRONTIERS Multidisciplinary e-Publication, 2(2), 64-83, ISSN: 3082-4400, 2026.
Recommended Citation:
Monte, J. S., & Clamo, L. P. (2026). Parents Role and Responsibilities in the Implementation of the Families and Reading Eminently (FARE) Program. ACADEMIC FRONTIERS Multidisciplinary e-Publication, 2(2), 64–83. https://doi.org/10.5281/zenodo.18735903
Author(s)
Monte, Julius S.
Abstract
This study examined the level of parents’ commitment in the implementation of the Parents’ Role and Responsibilities in the Implementation of the Families are Reading Eminently (FARE) Program at Concordia Elementary School during the School Year 2025–2026. Specifically, it assessed parents’ commitment across four dimensions: participation in school activities, home reading guidance, academic development of learners, and collaboration with teachers. Furthermore, the study analyzed the relationship between parents’ profile variable educational attainment, family structure, and ethnicity and their level of commitment to the program. A descriptive-correlational research design was employed, utilizing survey questionnaires and correlation analysis to gather data from parents and Key Stage 2 learners. Descriptive and inferential statistical tools were used to analyze the quantitative data to determine the extent of parental engagement and the significance of the identified variables. Results revealed that parents demonstrated an Outstanding level of commitment across all dimensions of the FARE Program, indicating robust family engagement in literacy-related activities. Correlation analysis showed that educational attainment and family structure were not significantly related to commitment levels. However, ethnicity exhibited a weak but statistically significant relationship with parents’ involvement in academic development and teacher collaboration. Based on these findings, a school policy outlining parents’ roles and responsibilities was proposed to institutionalize involvement and ensure sustainable literacy support. Ultimately, the study concludes that the FARE Program is an effective, inclusive initiative that strengthens parental commitment and supports learners’ reading performance and socio-emotional development through strong home–school partnerships.
Keywords: Parental Involvement, Reading Literacy, Family Structure, Home–School Partnership, Commitment
bottom of page