THE EFFECTS OF SCHOOL HEADS’ SUPPORT ON THE IMPLEMENTATION OF READING PROGRAMS IN ELEMENTARY SCHOOLS IN LINGIG DISTRICT II, SURIGAO DEL SUR DIVISION: A DESCRIPTIVE-CORRELATIONAL APPROACH

Educational Management

This study determined the effects of school heads’ support on the implementation of reading programs in the elementary schools of Lingig District II, Surigao del Sur Division during the School Year 2025–2026. Specifically, the study assessed the level of school heads’ support in terms of emotional, professional, instrumental, and appraisal support, as well as the implementation of reading programs in terms of attainment of objectives, teaching strategies, and availability and adequacy of learning resources. The study also examined the significant relationship between school heads’ support and the implementation of reading programs and identified which dimension of support best predicted program implementation. Using a quantitative descriptive-correlational research design, data were gathered from 73 elementary school teachers through a survey questionnaire. Statistical tools such as weighted mean, standard deviation, Pearson Product-Moment Correlation, and Multiple Regression Analysis were employed to analyze the data. Findings revealed that both school heads’ support and the implementation of reading programs were assessed at a very high level. The study further established a significant positive relationship between school heads’ support and the implementation of reading programs. Among the dimensions of support, professional support emerged as the strongest predictor of effective reading program implementation. The findings imply that continuous professional guidance, mentoring, technical assistance, and leadership support from school heads play a crucial role in strengthening literacy programs and improving instructional practices in elementary schools.

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