The Role of School Administrators in Supervising Reading and Learning Recovery Programs in Public Elementary Schools

Risel L. Gutierrez; Alberto Ambrad; Tomasa D. Entice

The Role of School Administrators in Supervising Reading and Learning Recovery Programs in Public Elementary Schools

Author(s)	Ms. Risel L. Gutierrez, Mr. Alberto Ambrad, Ms. Tomasa D. Entice
Country	Philippines
Abstract	This study determined the role of school administrators in supervising reading and learning recovery programs in selected public elementary schools in District I, Dalaguete, Division of Cebu Province during the School Year 2025–2026 as the basis for a Supervisory Enhancement Plan. Specifically, it described the profile of the school administrator and teacher respondents, identified the reading and learning recovery programs implemented, assessed the level of program implementation, determined the extent of school administrators' supervision, and identified the best practices employed in supervising reading and learning recovery programs. The study employed a descriptive research design using a quantitative approach. The respondents consisted of six (6) school administrators and fifty (50) teachers from Caleriohan Elementary School, Catambisan Elementary School, and Tabon Elementary School. A researcher-made questionnaire, validated by experts, was used to gather the necessary data. Frequency, percentage, weighted mean, and standard deviation were utilized to analyze and interpret the data. The findings revealed that the majority of the respondents were experienced female educators actively engaged in the implementation and supervision of reading and learning recovery programs. School-based reading programs and remedial reading classes were consistently implemented in the selected schools. The level of implementation was rated Very High in terms of compliance, consistency, participation, and sustainability. Likewise, the extent of school administrators' supervision was Highly Practiced across the areas of supervision, progress monitoring, technical support, and resource allocation. The study also identified learner progress monitoring, data-driven decision-making, and collaborative teacher conferences as the most commonly practiced supervisory strategies. Based on these findings, a Supervisory Enhancement Plan was developed to further strengthen instructional supervision and sustain the effective implementation of reading and learning recovery programs.
Keywords	instructional supervision, reading and learning recovery, school administrators, literacy intervention, supervisory enhancement plan.
Field	Sociology > Education
Published In	Volume 7, Issue 5, September-October 2026
Published On	2026-09-11

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The Role of School Administrators in Supervising Reading and Learning Recovery Programs in Public Elementary Schools

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