Instructional Competence in Reading of Early Grade Teachers
DOI:
https://doi.org/10.5281/zenodo.15670273Keywords:
Assessment practices, Instructional Competence, StrategyAbstract
This study investigated the instructional competence in reading among early grade teachers in a small division in central Philippines during the 2022-2023 academic year. The research aimed to provide insights for developing a learning recovery plan. Through a mixed-methods approach, data on teachers' profiles and instructional competence were collected and analyzed. Findings indicated a commendable level of competence among teachers, particularly in content knowledge, pedagogy in reading, assessment practices, and instructional materials development. Despite variations in age, educational attainment, and length of service, educators consistently demonstrated high levels of proficiency. However, significant differences in competence were observed across demographic variables, emphasizing the importance of tailored professional development initiatives. Based on the findings, recommendations were provided to enhance instructional practices and support teachers in fostering a conducive learning environment for early-grade students. These include targeted professional development workshops, collaborative learning initiatives, and technology integration strategies aimed at improving teaching effectiveness and student outcomes in reading instruction.
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Copyright (c) 2025 Kaith Gwenevere M. Paraiso, William A. Buquia, Mylene A. Bautista (Author)
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