THE EFFECTIVENESS OF THE IMPLEMENTATION OF THE READING PROGRAMS AS VIEWED BY THE SCHOOL HEADS

Education

This study explored the effectiveness of reading program implementation as viewed by school heads in the Veruela District, Agusan del Sur. Anchored on a qualitative phenomenological design, the research sought to understand the lived experiences, challenges, coping mechanisms, and insights of ten purposively selected school heads directly involved in managing reading initiatives. Data were gathered through in-depth interviews and analyzed using thematic analysis to extract significant patterns and themes. Findings revealed that school heads perceived the implementation of reading programs as both challenging and transformative. Key experiences included managing diverse learner needs, adopting systematic and data-driven approaches, and taking active leadership roles. Despite initial doubts and resistance from stakeholders, school heads reported positive outcomes such as improved reading skills among learners and strengthened collaboration among teachers, parents, and the community. However, persistent challenges such as limited resources, learner absenteeism, and varying levels of parental involvement affected program execution. To address these challenges, school heads employed various strategies, including continuous monitoring and evaluation, differentiated instruction, stakeholder engagement, and provision of teacher training and reading materials. Coping mechanisms highlighted the importance of flexibility, collaboration, and reflective practices in sustaining program implementation. Insights drawn from the study emphasized that strong instructional leadership, stakeholder support, and contextualized interventions are critical to the success and sustainability of reading programs. The study contributes to a deeper understanding of how school heads navigate the complexities of reading program implementation and provides valuable implications for policy enhancement, program improvement, and future research in literacy development.

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