Teachers’ Practices, and Compliance in the Implementation of the School Reading Program
Keywords:
Teacher’s practices, compliance, pre-implementation, implementation, post-implementation, student progress, school reading programAbstract
School Reading Program is one the flagship programs of the Department of Education, whose mission is to make every learner a proficient reader and to help learners develop their reading skills. The key purpose of this study is to find out the practices and compliance in the implementation of a school reading program in one of the districts of a large-sized division in the central Philippines. Descriptive-quantitative research was conducted, and a 63-item survey questionnaire was used as a tool to gather data from seventy-seven (77) reading teachers and to find out the existing situation of the implementation of the program. The results revealed a high level of teachers' practices in the implementation of school reading programs in the pre-implementation, implementation, and post-implementation phases. There was a great extent of teachers' compliance in implementing school reading programs in the areas of implementation, tracking of student progress, and reporting. According to civil status, a significant difference existed in the level of practices in implementing school reading programs in the pre-implementation phase. A significant difference existed in the post-implementation phase compared to their highest educational attainment. The results of this study serve as a springboard and call for future improvements of the existing guidelines in implementing the program.
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