Teachers’ Insights on Promoting Engagement and Achievement in Reading and Literacy at San Pascual Central School
DOI:
https://doi.org/10.65339/ijsair.V2.I2.269Keywords:
Differentiated Instruction, Literacy Achievement, Reading Engagement, Reading Comprehension, Teaching Strategies, Teachers’ InsightsAbstract
This study examined teachers’ insights, strategies, and challenges in promoting reading engagement and literacy achievement at San Pascual Central School. Anchored on Social Constructivist Theory, Engagement Theory, and Social Learning Theory, the study employed a descriptive–survey design to analyze teachers’ perceptions, instructional practices, and related factors influencing literacy outcomes. Thirty teachers were selected through convenience sampling, and data were collected using a researcher-developed questionnaire consisting of demographic information and indicators on motivation, participation, comprehension, teaching strategies, challenges, and suggested measures. Statistical tools including frequency, percentage, weighted mean, and Pearson correlation were used for analysis. Findings revealed that teachers generally perceive learners as motivated, actively participating, and demonstrating improvement in reading comprehension, although higher-order skills such as vocabulary development and summarization require further enhancement. Teachers strongly implement interactive reading activities, technology integration, and differentiated instruction, which contribute positively to engagement and literacy achievement. However, significant challenges persist, including limited reading resources, varied learner abilities, time constraints, low motivation, and insufficient parental involvement. A statistically significant moderate positive relationship was found between teachers’ insights and the strategies they implement, indicating that stronger awareness leads to more effective instructional practices. The study concludes that enhancing teacher capacity, strengthening parental involvement, and improving instructional resources are essential to sustain literacy development. It aligns with Sustainable Development Goal 4 (Quality Education) by promoting inclusive and effective literacy instruction, and SDG 10 (Reduced Inequalities) through addressing diverse learner needs. The study contributes to educational, institutional, and socio-economic sustainability by supporting improved literacy outcomes, strengthening teaching practices, and promoting equitable learning opportunities within the school community.
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