Managing School-Based Parenting Programs to Support Primary School Students' Reading Literacy: A Qualitative Multiple-Case Study
DOI:
https://doi.org/10.59944/postaxial.v4i2.1634Keywords:
Educational management, Family literacy, Parenting program, Primary school, School-family partnershipAbstract
Strengthening primary students' reading literacy requires coordinated support from schools and families. However, many school-based parenting programs focus on one-way information sessions rather than a complete and continuous program cycle. This study examined how two Indonesian public primary schools managed parenting programs to support students' reading literacy. It used a qualitative multiple-case design at SD Negeri Babakan Pacet and SD Negeri 114 Bojongkoneng. Data came from non-participant observations, semi-structured interviews with principals, teachers, school committee members, parents, and students, and an analysis of program documents and literacy portfolios. The data were analyzed through data condensation, data displays, conclusion drawing, and verification. Planning, organizing, actuating, and controlling guided the analysis. Four findings emerged. First, the schools planned their programs around observed reading difficulties and the need for support at home. Second, principals, teachers, and school committees shared responsibility for materials, communication, and literacy resources. Third, the schools used parent workshops, shared reading, reading logs, and online communication. Fourth, teachers monitored progress through classroom observations, communication with parents, reading records, and student portfolios. Evidence across data sources indicated stronger parental engagement, more regular reading, greater confidence in reading, and better understanding of simple texts. Limited parental time and unequal support at home reduced consistency. A connected management cycle helped the schools turn one-off parenting activities into more purposeful family literacy partnerships. This qualitative study does not establish causal effects or statistically measured improvement.
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