Advanced International Journal for Research

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Strenthening the Structured Reading Program in Public Elementary School in Bohol Province

Author(s) Ms. MARICEL C DIVINAGRACIA, Ms. ROWENA C MANANQUIL, Ms. JENNEFER D TABLATE, Ms. CHARESA R PALAPAR, Ms. ANGE R PULVERA
Country Philippines
Abstract This study examined the instructional leadership practices of school heads and the strategies implemented to strengthen structured reading in selected public elementary schools in Bohol Province during School Year 2025–2026. Specifically, it determined the respondents' demographic profile, assessed the instructional leadership practices that promote early reading readiness, evaluated the implementation of structured reading strategies in terms of reading interventions and programs, provision of learning resources, capability-building for teachers, and monitoring and assessment practices, and determined the level of learners' early reading readiness. The study also examined the significant relationships among the variables and developed a strategic plan based on the findings.
The study employed a descriptive-correlational research design using a quantitative approach. The respondents consisted of forty (40) participants, composed of five (5) school heads and thirty-five (35) teachers from five selected public elementary schools in Bohol Province. Data were gathered using a researcher-made questionnaire and analyzed using frequency counts, percentages, weighted mean, standard deviation, Pearson correlation, t-test, one-way analysis of variance (ANOVA), and multiple regression analysis.
The findings revealed that the respondents were predominantly female, aged 30–39 years old, teachers with master's units, six to ten years of teaching or leadership experience, and attendance in four to six relevant seminars and trainings. School heads demonstrated a very high level of instructional leadership, while the implementation of structured reading strategies was likewise rated very high across all dimensions. Learners were perceived to possess a very high level of early reading readiness. Educational attainment, years of experience, and relevant trainings significantly influenced instructional leadership practices. Furthermore, instructional leadership showed significant positive relationships with structured reading strategies and learners' early reading readiness. Regression analysis further revealed that reading interventions, learning resources, capability-building for teachers, and monitoring and assessment practices significantly influenced learners' early reading readiness, with monitoring and assessment emerging as the strongest predictor. Based on these findings, a Strategic Plan for Strengthening Structured Reading was developed to enhance literacy instruction and improve early reading readiness in public elementary schools.
Keywords structured reading, instructional leadership, early reading readiness, reading interventions, learning resources, capability-building, monitoring and assessment, public elementary schools, Bohol Province, strategic
Field Sociology > Education
Published In Volume 7, Issue 4, July-August 2026
Published On 2026-08-11
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E-ISSN 3048-7641
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