Compliance, Competence, and Commitment of Teachers in Beginning Reading: Basis for a Capacity Building Plan
DOI:
https://doi.org/10.5281/zenodo.15687279Keywords:
Compliance and Competence, Instructional Delivery, TeachersAbstract
Effective early reading instruction hinges not only on what teachers know and do, but also on how committed they are to every child’s literacy journey. This study aimed to determine the extent of compliance, level of competence, and level of commitment of Grade 1 teachers in beginning reading instruction in a small-sized division in Central Philippines during the school year 2022-2023. Using a descriptive research design, data were collected from 119 primary grade teachers selected through purposive sampling. A valid and reliable researcher-made questionnaire assessed teachers' compliance, competence, and commitment in various aspects of beginning reading. The findings revealed that teachers exhibited high compliance in beginning reading instruction, particularly in oral language development, book handling, and phonics skills. Teachers also demonstrated very high competence in content knowledge and instructional delivery, though there was variability based on age, plantilla position, and experience. Commitment levels were consistently high across all aspects, with some variation in program planning and implementation. Significant relationships were found between compliance and competence, but not between compliance and commitment or between competence and commitment, suggesting these elements operate independently. The study concludes that teachers’ experience and professional status contribute positively to compliance and competence in reading instruction, while commitment remains a consistent attribute. The study calls for a capacity building of teachers to enhancing compliance strategies to further support teachers' competence in beginning reading, especially through targeted professional development and resource allocation.
References
Acebedo, B. V., Balaobao, R. B., Danas, J. A., Gilongos, K. A. J., Jocame, D. G. G., Laguna, J. C., Losaya, R. M. B., Mapa, K., Narro, C. M., Tomayao., C. D. M. (2024). Difficulties Encountered By Shs Learners In Oral Communication. https://www.coursehero.com/file/229897530/G2xddocx/
Adams, M. J. (2016). Cognitive processes in early reading development. Reading Research Quarterly, 51(2), 235-251.
Adams, M. J. (2019). Beginning to read: Thinking and learning about print. MIT Press.
Adams, M. J. (2024). The role of teacher autonomy in commitment: Enhancing dedication in early reading instruction. Journal of Teacher Education, 75(1), 120-137.
Aldo, J. (2016). Spearman’s rank correlation: Measuring association between variables. Journal of Nonparametric Statistics, 42(2), 87-102.
Alibang, E. F. (2023). Dealing the Challenges in Philippine Education: A Teacher’s Perspective. Medium. https://medium.com/@elenitafalibang/dealing-the-challenges-in-philippine-education-a-teachers-perspective-a96800d2
Alonzo, J., & Medina, L. (2017). Teacher involvement in instructional activities and program management: A study of plantilla positions in the Philippines. Asia Pacific Journal of Education, 37(4), 541-555.
Alonzo, P., & Bautista, L. (2018). The role of professional development in shaping teachers’ commitment to program evaluation. Educational Evaluation Journal, 21(2), 147-159.
Araujo, J. J., Babino, A., Cossa, N., & Johnson, R. D. (2018). The Fortieth Yearbook: A Double Peer-Reviewed Publication of the Association of Literacy Educators and Researchers. https://files.eric.ed.gov/fulltext/ED591953.pdf
Behring, R. (2024). Phonological Awareness and Phonics Strategies to Support Developing Readers. hmhco.com. https://www.hmhco.com/blog/6-phonological-awareness-and-phonics-strategies
Benedicto, C. A., Tumarong, M. S. (2024). Teachers' Practices, and Compliance in the Implementation of the School Reading Program. https://doi.org/10.5281/zenodo.11406587
Besonia, B. E. A., T. Arroyo, J. C., P. Delima, A. J., H. Espora, S. M., Superio, R. R., Flor M. Bernardez, M., G. Galagala, M. R., & E. Bales, J. A. (2024). Enhancing Reading Proficiency through Augmented Reality for Word Recognition Advancement. Forum for Linguistic Studies, 6(3), 639–655. https://doi.org/10.30564/fls.v6i3.6655
Berger, C. R., & Kellermann, K. (1996). Acquiring social information. In J. G. Stiff & P. A. Mongeau (Eds.), Persuasive communication (1-31). Guilford Press.
Berlian, Z. (2018). Competency Analysis of Job Satisfaction and Organizational Commitment to Lecturers Who Teach at Private Universities in the Area of Southern Sumatra. American Research Journal of Business and Management. 4. 10.21694/2379-1047.18023.
Bezanson, C. (2018). Teaching Experience and Teacher Effectiveness. International Studies and School Government and Society. Birmingham Press.
Bin Noordan, M. N. H. & Yunus, M. Md. (2022). The Integration of ICT in Improving Reading Comprehension Skills: A Systematic Literature Review. In Creative Education. https://doi.org/10.4236/ce.2022.136127
Boudreau, G., Mallet, M., & Perreault, M. (2019). The impact of dialogic teaching practices on language development in early childhood education. Journal of Early Childhood Literacy, 19(4), 567-589. https://doi.org/10.1177/1468798418796719
Boyatzis, R. E. (1982). The competent manager: A model for effective performance. John Wiley & Sons.
Bratsch-Hines, M., Vernon-Feagans, L., Pedonti, S., & Varghese, C. (2020). Differential Effects of the Targeted Reading Intervention for Students With Low Phonological Awareness and/or Vocabulary. Learning Disability Quarterly, 43 (4) 214-226.
Brown, T. (2016). Aging and longevity: The science of staying young. Health and Wellness Publications.
Butterfuss, R., Kim, J., & Kendeou, P. (2020). Reading Comprehension. doi: 10.1093/acrefore/9780190264093.013.865. https://files.eric.ed.gov/fulltext/ED608839.pdf
Cabell, S. Q., Justice, L. M., McGinty, A. S., DeCoster, J., & Forston, L. D. (2015). Teachers’ use of oral language practices: The influence of instructional roles and responsibilities in early literacy development. Early Childhood Research Quarterly, 32, 126-136. https://doi.org/10.1016/j.ecresq.2015.03.003
Calyawa, J. (2024). Teaching Competence, Self-Efficacy, and Challenges with the Blended Instruction of English Teachers. ejournals.ph. https://ejournals.ph/article.php?id=22120
Carter, S. (2023). Teacher motivation and commitment in early literacy instruction. Educational Research Review, 45, 102-114.
Cole, R. (2017). Understanding the Mann-Whitney U-test: Non-parametric analysis in research. Statistics and Data Science Journal, 15(3), 220-228.
Crossman, A. (2020). What You Need to Understand About Purposive Sampling. ThoughtCo. https://www.thoughtco.com/purposive-sampling-3026727
Cruz, A. (2016a). Commitment to literacy instruction in the Philippines. University of the Philippines Press.
Cruz, A. (2016b). Foundations of early literacy in the Philippines. University of the Philippines Press.
Cruz, M. (2018). Challenges to compliance with reading instruction in rural schools in Mindanao. Mindanao Education Review, 15(1), 47-61.
Dao, P., Le Diem Bui, T., Nguyen, M. X. N. C. (2024). Public primary school teachers’ perceptions and assessment of young learners’ engagement. In Language Teaching Research. https://doi.org/10.1177/13621688241253546
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., Osher, D. (2019). Implications for educational practice of the science of learning and development. In Applied Developmental Science. https://doi.org/10.1080/10888691.2018.1537791
Darling-Hammond, L., Hyler, M. E., Gardner, M. (2019). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. https://doi.org/10.54300/122.311.
Davis, J. (2022). Teacher commitment and educational change: The role of adaptability. Journal of Curriculum Studies, 54(2), 176-190.
Davis, M., & Williams, S. (2019). The impact of teacher experience on the implementation of systematic phonics instruction and student outcomes in word recognition. Journal of Reading Education, 54(4), 210-225. https://doi.org/10.1080/10573569.2019.1502035
De la Cruz, L. (2020). The correlation between teacher experience and effectiveness in program planning. Educational Planning and Research Journal, 28(1), 67-79.
Dela Cruz, E. (2019). Teaching reading in multilingual contexts. Ateneo de Manila University Press.
Delos Reyes, E. (2024). The role of technology in promoting compliance with reading instruction in Philippine public schools. Philippine Journal of Educational Technology, 19(2), 115-129.
Dickinson, D. K., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Oral language and literacy development in early childhood. In D. Ray Reutzel (Ed.), Handbook of research-based practice in early education (29-44). Guilford Press.
Ehri, & Linnea. (2020). The Science of Learning to Read Words: A Case for Systematic Phonics Instruction. Reading Research Quarterly. 55. 10.1002/rrq.334.
Faunillan, M. A. (2024). Multisensory Learning Approach as Strategy in Teaching Phonological Awareness: A Guiding Tool for Kindergarten Instruction. ejournals.ph. https://ejournals.ph/article.php?id=21410
Flores, A. (2023). The impact of curriculum changes on teacher compliance with reading instruction in Davao City. Davao Journal of Curriculum Studies, 29(3), 144-158.
Flores, H. (2024). Professional development in Philippine education. University of the Philippines Press.
Flores, J., & De la Cruz, L. (2021). Socioeconomic factors and reading competence in early learners. Educational Equity Review, 19(2), 33-47.
Flores, M. (2024). Building early literacy skills in the Philippines. University of the Philippines Press.
Foorman, B. R., Francis, D. J., & Fletcher, J. M. (2016). The role of standardized phonics instruction in early literacy development: Implications for teacher practice and student outcomes. Journal of Educational Psychology, 108(3), 313-328.
Garcia, E. (2017). Teacher motivation and commitment to beginning reading instruction in Cebu, Philippines. Journal of Philippine Reading and Literacy, 45(2), 114-129.
Garcia, E. (2018). Challenges and commitment in Philippine education. Ateneo de Manila University Press.
García, E., & Weiss, E. (2019). The teacher shortage is real, large and growing, and worse than we thought. Economic Policy Institute.
Generalao, I. N., Ducanes, G., Yee, K. M., David, C. C. (2022). Teacher-education-in-the-PH. Teacher-education-in-the-PH. https://cids.up.edu.ph/wp-content/uploads/2022/04/1-Generalao-et-al.-2022-Teacher-education-in-the-PH.pdf
Graham, L. J., White, S. L. J., Cologon, K., Pianta, R. C. (2020). Do teachers’ years of experience make a difference in the quality of teaching? In Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2020.103190
Gibson, S., & Pearson, P. D. (2017). Teacher effectiveness and professional development. Sage Publications.
Green, L., & Parker, J. (2021). Reading instruction and student success. Routledge.
Green, L., & Parker, J. (2023). Challenges to teacher commitment: Overcoming obstacles in early literacy. Journal of Early Childhood Education, 19(1), 58-72.
Guerrero, R., & Villanueva, M. (2017). Impact of experience and professional positions on content knowledge among teachers. Journal of Teacher Education and Practice, 15(3), 120-130.
Guthrie, J., & Klauda, S. (2021). Effects of Classroom Practices on Reading Comprehension, Engagement, and Motivations for Adolescents. Read Res Q. 49(4) 387-416. doi: 10.1002/rrq.81.
Hanson, R. (2017). Categorical data analysis: Methods and applications. Statistical Methods and Applications Journal, 33(4), 305-319.
Hatmanto, E., Rahmawati, F. (2023). Crafting Dynamic Lesson Plans: Designing Differentiated Learning Approaches for Teaching Reading Skills in the Philippines. In Proceeding International Conference of Community Service. https://prosiding.umy.ac.id/iccs/index.php/iccs/article/download/124/110
Hattie, J., & Yates, G. C. R. (2014). Visible learning and the science of how we learn. Routledge.
Hernandez, R., & Cruz, A. (2020). The role of plantilla positions in program planning and coordination in education. Educational Administration Quarterly, 56(2), 245-269.
Hirsch, E. D. (2016). Why knowledge matters: Rescuing our children from failed educational theories. Harvard Education Press.
Hole, G. (2017). Descriptive Statistics - Frequency Distributions And Averages.
Jesus, J. M. D., Janga, J. M., Jimenez, J., Villanueva, J., Lobo, J., Celis, M. L. (2023). A Glance Through the Lens of Senior Teachers’ Impediments And Successes In Online Teaching: A Case In A Province In The Philippines. In International Journal of Education. https://ejournal.upi.edu/index.php/ije/article/download/50283/50283-113054-1-SM
Justice, L. M., & Ezell, H. K. (2017). Print referencing: An emergent literacy enhancement strategy and its clinical applications. Topics in Language Disorders, 27(1), 33-46. https://doi.org/10.1097/00011363-200701000-00005
Kasprick, B. (2023). "The Effectiveness of Using Phonics Instruction and Interventions in Elementary Classrooms." Dissertations, Theses, and Projects. https://red.mnstate.edu/thesis/820
Kilpatrick, J., Stott, K., & Elliott, M. (2020). Effective stakeholder engagement in educational programs. Journal of Educational Leadership, 23(3), 45-61.
Langille, J., & Green, Z. (2021). The Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language. Canadian Journal of Education 44 (4). https://files.eric.ed.gov/fulltext/EJ1335030.pdf
Lcom Team (2023). Professional Development for Technology Integration | Learning.com. Learning.
Lee, C., & Kwon, H. (2018). Experienced educators and foundational literacy: The role of multisensory instruction in alphabet knowledge. Journal of Literacy Research, 42(2), 150-165. https://doi.org/10.1080/1086296X.2018.1430218
Lee, H. (2021). Teacher morale and commitment in early literacy instruction. Journal of Educational Leadership, 40(2), 98-112.
Leino, K., Nissinen, K., & Sirén, M. (2022). Associations between teacher quality, instructional quality and student reading outcomes in Nordic PIRLS 2016 data. Large-Scale Assessments in Education. https://doi.org/10.1186/s40536-022-00146-4
Listen First Project (2024). Find Your Hook: How to Teach Literacy to Diverse Classrooms - Solution Tree Blog. Solution Tree Blog -. https://www.solutiontree.com/blog/find-your-hook-how-to-teach-literacy-to-diverse-classrooms/
Lonigan, C. J., & Shanahan, T. (2020). Developing early literacy: Report of the National Early Literacy Panel. Center for Applied Research in Education.
Longkiao-Canubas, C. A. (2019). Professional Development, Instructional Materials, and Pedagogy on the Performance of Filipino Language Teachers. International Journal of Science and Research (IJSR). https://www.ijsr.net/archive/v10i3/SR21309080231.pdf
Lopez, M., & Hernandez, R. (2017). The impact of teacher experience on the application of assessment practices in early-grade reading instruction. Journal of Educational Assessment, 25(2), 145-159.
Louis, M. (2020). Cognitive development theories in early reading instruction. Journal of Child Development, 91(4), 789-803.
Magallanes, K., Chung, J. Y., Lee, S. (2022). The Philippine Teachers Concerns on Educational Reform Using Concern Based Adoption Model. In Frontiers in Education. https://doi.org/10.3389/feduc.2022.763991
Manigbas, J. I., Ollet, A.-L., Noble, M. P. L., Angeles, J. R., Cayetano, N. M., Fucio, M. P. (2024). Teachers’ Competency in Content Knowledge and Pedagogy in Buhi South District, Philippines. In International Education Trend Issues.
Manikandan, S. (2018). Measures of central tendency: The mean. Journal of Pharmacology & Pharmacotherapeutics.
McCombes, S. (2022). A descriptive method of research. Scribbr.
McGregor, K. (2016). Foundations of teacher commitment: Intrinsic motivation in early reading instruction. Educational Review, 68(3), 374-388.
Mendoza, A. (2020). The role of home literacy environments in early reading development. Journal of Literacy and Education, 22(3), 145-157.
Mendoza, L. (2022a). Reading interventions in Philippine public schools. Ateneo de Manila University Press.
Mendoza, L. (2022b). Teacher motivation and compliance with reading instruction in Iloilo. Journal of Educational Motivation, 14(1), 78-92.
Mendoza, R. (2020). Teacher collaboration and commitment in reading instruction. Publisher.
Mendoza, R., & Lopez, A. (2017). The influence of school environment and support systems on teachers’ commitment to program implementation. Journal of Educational Research and Practice, 12(4), 219-229.
Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1(1), 61-89.
Meyer, J. P., & Allen, N. J. (2020). Commitment in the workplace: Theory, research, and application. SAGE Publications.
Miller, D., & Brown, J. (2017). Teacher commitment and success in beginning reading programs in Canada. Journal of Literacy and Education, 34(1), 121-137.
Miller, J. (2018). Developing literacy in early childhood. Pearson.
Miller, J. (2019). Sustaining teacher commitment: Professional development and support. Teachers College Press.
Mohammad, N. K., Hongliang, M., Sulisworo, D. (2023). Analysis of Implementing K-12 Program on Teachers’ Pedagogical Approaches and Their Challenges. In Journal of Pedagogy and Education Science. https://doi.org/10.56741/jpes.v2i03.317
National Institute for Literacy. (2020). Developing early literacy: Report of the National Early Literacy Panel. National Institute for Literacy. https://lincs.ed.gov/publications/pdf/NELPReport09.pdf
Neumann, M. M., & Neumann, D. L. (2019). The use of touch-screen tablets at home and pre-school to foster emergent literacy. Journal of Early Childhood Literacy, 19(2), 203-226. https://doi.org/10.1177/1468798417712763
Noble. (2017). Validity and Reliability of the Research Instrument; How to Test the Validation of a Questionnaire/Survey in a Research. International Journal of Academic Research in Management.
Odunga, E. W., Ogula, P., Nganzi, C. A. (2020). Effects Of Teacher Quality On Students’ Academic Achievement In Secondary Schools In Baringo North Sub-County, Kenya. Global Journal of Advance Research. https://www.gjar.org/publishpaper/vol7issue5/d1034r69.pdf
LDAOeng (2022). Supporting Oral Language in the Classroom: Extending Reading Instruction Beyond Decoding - LD@school. LD@school. https://www.ldatschool.ca/supporting-oral-language-in-the-classroom/
Olvido, M. M. J., Dayagbil, F. T., Alda, R. C., Uytico, B. J., Rodriguez, K. F. R. (2024). An exploration of the quality of graduates of Philippine teacher education institutions. In Frontiers in Education. https://doi.org/10.3389/feduc.2024.1235261
Oney, B. (2022). Strategies for beginning reading instruction: Emphasizing letter-sound relationships and comprehension. Journal of Early Literacy Development, 15(3), 77-95.
Orakcı, Ş., Yüreğilli Göksu, D., & Karagöz, S. (2023). A mixed methods study of the teachers’ self-efficacy views and their ability to improve self-efficacy beliefs during teaching. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.1035829
Overstreet, M. (2023). Literacy Lens: Four Ways States Can Implement Evidence-Based Literacy Practices.
Pandolpho, B. (2023). How School Leaders Can Help Teachers Flourish in the Classroom. George Lucas Educational Foundation. https://www.edutopia.org/article/how-administrators-can-ensure-teachers-stay/
Park, S. (2018). Understanding student motivation: Strategies for teaching and learning. Journal of Educational Psychology, 22(4), 311-328. https://doi.org/10.1037/edu0000277
Piasta, S. B., Connor, C. M., Fishman, B. J., & Morrison, F. J. (2020). The impact of teacher training and experience on the implementation of alphabet language strategies and student literacy outcomes in early grades. Early Childhood Research Quarterly, 52, 34-48. https://doi.org/10.1016/j.ecresq.2020.01.004
Piasta, S. B., Justice, L. M., McGinty, A. S., & Kaderavek, J. N. (2021). Consistent and systematic instruction in book and print knowledge improves students’ reading readiness and literacy outcomes. Early Childhood Research Quarterly, 54, 44-57.
Piasta, S. B., & Wagner, R. K. (2017). Developing early literacy skills: A critical overview of alphabet knowledge. Reading Research Quarterly, 45(1), 8-39. https://doi.org/10.1598/RRQ.45.1.2
Pondiscio, R. (2021). Can Teaching Be Improved by Law? Education Next.
Policarpio, M. J. (2018). Localization in education: Enhancing curriculum through local knowledge and culture. Philippine Journal of Educational Research, 45(2), 112-130.
Polinar, M. J. (2018). A New Approach to Literacy in the Philippines. EDC.ORG. https://www.edc.org/new-approach-literacy-philippines
Popham, W. J. (2018). Classroom assessment: What teachers need to know (8th ed.). Pearson.
Puckett. (2016). The rank in an organization and its rule. Asia Pacific Journal of Marketing and Logistics.
Pyle, A., & Danniels, E. (2017). A continuum of play-based learning: The role of the teacher in play-based pedagogy and the fear of hijacking play. Early Education and Development, 28(3), 274-289. https://doi.org/10.1080/10409289.2016.1220771
Rahimi, M. & Keng Wee Ong, K. (2023). Exploring expert teachers' cognitions and practices of teaching English speaking and their students’ experiences and engagement System, 11. https://doi.org/10.1016/j.system.2023.103064.
Ramirez, P., & Santos, L. (2018). Instructional delivery methods among experienced teachers. Teaching and Learning Review, 27(2), 95-108.
Reyes, A. (2019). Teacher workload and compliance with reading instruction in Quezon City. Philippine Educational Research Journal, 11(3), 289-302.
Reyes, G. (2023). Experience and teaching in Philippine schools. University of the Philippines Press.
Reyes, J., & Villanueva, M. (2016). The impact of early reading programs on learner competence in Manila public schools. Journal of Early Childhood Literacy, 14(2), 202-214.
Rodriguez, C. (2022). Influence of early childhood education programs on reading competence. Journal of Early Childhood Education, 30(4), 267-280.
Rodriguez, M., & Bautista, S. (2022). Community involvement and teacher compliance with reading instruction in Batangas. Philippine Journal of Community Education, 13(2), 192-206.
Rodriguez, P. (2021). Parental involvement and literacy development. University of the Philippines Press.
Rosenshine, B. (2018). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12-19.
Sacramento, M., Ibanezr, G., Magayon, M. V. C. (2021). Technology adaptation of teachers and students under the learning continuity plan: A case of one school in the Philippines. In International Journal of Learning and Teaching. https://www.semanticscholar.org/paper/37110ed17f6ad028a94c0e4bd12a593999e63f70
Santos, M., & Aquino, J. (2019). The role of teacher positions in strategic planning and implementation in reading programs. Journal of Educational Leadership, 33(4), 234-245.
Santos, R. (2016). Factors influencing teacher compliance with reading instruction guidelines in Manila public schools. Philippine Journal of Education, 89(2), 120-133.
Santos, R. (2017a). Leadership and literacy in Philippine schools. University of the Philippines Press.
Santos, R. (2017b). Teacher engagement in early literacy programs. University of the Philippines Press.
Santos, R. (2023). The role of continuous professional development in maintaining teacher commitment. Publisher.
Sarah Schwartz. (2024). What Makes a Strong Early Reading Law? Not Everyone Agrees. Education Week. https://www.edweek.org/teaching-learning/what-makes-a-strong-early-reading-law-not-everyone-agrees
Sarmiento, C. P. (2024). Assessment practices in Philippine higher STEAM education. Research Online. https://ro.uow.edu.au/jutlp/vol17/iss5/18
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14.
Smith, M., & Hargrove, T. (2017). The role of compliance in educational success: Aligning policies and practices. Educational Leadership, 75(1), 34-40.
Snow, C. E. (2015). Reading for understanding. Jossey-Bass.
Snow, C. E. (2018). Early childhood literacy development. In D. Lapp & D. Fisher (Eds.), Handbook of research on teaching the English language arts (3rd ed., 217–225). Routledge.
Sparks, J. (2016). The impact of administrative support and professional development on teacher commitment to beginning reading instruction. Journal of Educational Research, 109(3), 299-315.
Suhalili, N., & Shahrill, M. (2015). The role of primary school teachers in early literacy development: Focusing on grades 1 to 3. Journal of Education and Learning, 4(1), 29-38.
Sürücü, L., & Maslakci, A. (2020). Validity and Reliability in Quantitative Research.
Swan, P. (2017). The role of professional identity in teacher commitment. Journal of Education and Training, 38(1), 77-90.
Taylor, C. (2022). Overcoming barriers in education. Routledge.
Terada, Y. (2019). 8 Proactive Classroom Management Tips. George Lucas Educational Foundation. https://www.edutopia.org/article/8-proactive-classroom-management-tips/
Thompson, L. (2020). Commitment in early literacy instruction: A case study. Journal of Early Childhood Research, 18(1), 75-88.
Thompson, L. (2023). Early literacy and educational equity. Cambridge University Press.
Tindowen, D., & Garcia, P. (2018). Integrating culturally relevant content into reading instruction. Publisher.
Torres, J. (2019). Educational reforms and teacher commitment in reading instruction. Publisher.
Torres, J. (2020a). Multilingual education in the Philippines. University of the Philippines Press.
Torres, J. (2020b). The role of school leadership in promoting compliance with reading instruction in Baguio City. Journal of Educational Leadership and Policy, 33(2), 167-183.
Valinda, K. (2020). What Must We Do For Kids Who Can’t Read? https://www.valindakimmel.com/kids-who-cant-read/
Villanueva, M. (2019). Teacher qualifications and their influence on early learners’ reading competence. International Journal of Early Literacy Education, 23(1), 85-98.
Villanueva, P. (2021). Compliance with reading instruction in special education schools in the Philippines. Special Education Today, 26(4), 407-422.
Villanueva, S. (2022). Cultural values and teacher commitment in reading instruction. Publisher.
Villanueva, S. (2024). Collaboration and literacy in the Philippines. Ateneo de Manila University Press.
Villon, J. T. (2023). Assessment Practices of Teachers Implementing the Philippines and Singapore Elementary Mathematics Curriculum. Jurnal Pendidikan Progresif. 13. 1030-1041. 10.23960/jpp.v13.i3.202311.
Wasik, B. A., & Hindman, A. H. (2020). The impact of professional development on teachers’ implementation of interactive and dialogue-based strategies for promoting oral language in the classroom. Early Childhood Education Journal, 48(4), 455-466. https://doi.org/10.1007/s10643-019-00978-3
Werimba, M. (2024). Enhancing educational excellence: An analysis of teacher capacity building and its impact on instructional delivery in public secondary Schools in Kenya. World Journal of Advanced Research and Reviews. 21. 995-1002. 10.30574/wjarr.2024.21.3.0268.
Westat, L., & Westat, M. (2021). Timely program evaluation and adherence to schedules in educational program success: Focus on reading instruction. Journal of Educational Evaluation, 43(2), 115-130.
Williams, B. (2018). Teacher commitment and student outcomes: The critical connection. Harvard Educational Review, 88(2), 258-276.
Williams, C. (2024). Collaboration in education: Strategies for success. Routledge.
Yang, Q., Zimmermann, K., Bartholomew, C. P., Purtell, K. M., Ansari, A. (2023). Preschool Classroom Age Composition and Physical Literacy Environment: Influence on Children’s Emergent Literacy Outcomes. In Early Education and Development. https://doi.org/10.1080/10409289.2023.2247953
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Jaya Q. Nillas, Melba S. Tumarong, Mylene A. Bautista (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
