PREPAREDNESS OF SECONDARY READING TEACHERS IN THE CONDUCT OF READING PROGRAM IN ZONE 2, DIVISION OF ZAMBALES

Author Name: 1. Dimatacot, 2. Mary Grace A

Volume/Issue: 07/01

Country: Philippines

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/06.2026-19258656/UIJIR

Affiliation:

1. DepEd English Teacher , New Taugtog National High School, NTRA , Botolan, Zambales , Philippines.
2. Graduate School Student  (Doctor of Education Major in Educational Management), President Ramon Magsaysay State University , Iba, Zambales , Philippines

ABSTRACT

This study examined the preparedness of secondary reading teachers in implementing reading programs in Zone 2, Division of Zambales. Utilizing a descriptive research design and survey methodology, data were collected from 124 reading teachers. Results revealed that respondents were early-career teachers. The findings indicated high levels of perceived preparedness in teaching foundational reading components. However, lower levels of preparedness were reported in comprehension, reading disabilities, and psychological barriers. Analysis showed preparedness varied significantly by academic background and age in specific areas of instruction, while position and length of service had limited influence. Moreover, implementation of the Phil-IRI and 3Bs rated “good”, but gaps were observed in evidence-based aspects of program delivery. Therefore, it is recommended to implement a reading program that will reskill reading teachers in comprehension, fluency, reading disabilities, and psychological barriers in reading.

Key words: Reading Preparedness, Reading Teachers, Phil-IRI, Hamon 3Bs, Capacity Building