Instructional Supervision of School Head and Teacher's Practices in Addressing Early Literacy Challenges among Struggling Readers and Academic Performance of Elementary Learners

AUTHOR(S)

VIVIAN A. ABENALES

ABSTRACT

— This study determines the significant relationship between the instructional supervision of school head and teacher’s practices in addressing early literacy challenges among struggling readers and academic performance of elementary learners. The study employed a descriptive-correlational research design utilizing a survey questionnaire adapted and modified from the study of Alkrdem & Mofareh (2015). The researcher used the following instruments to gather the necessary data. Similarly, to measure the teacher’s practices in addressing early literacy challenges, the researcher utilized the researcher-made survey questionnaire taken form the literature review. This is a 15-item survey which described the teacher’s practices in addressing early literacy challenges. Further, to gather the data on academic performance of the elementary learners, the researcher gathered the final rating of the learners in reading and literacy. The data gathered on the instructional supervision of school head showed consistently high ratings across all dimensions, with a grand mean interpreted as Always, based on the weighted mean scale while the extent of teacher’s practices in addressing early literacy challenges received a rating which is interpreted as agree and finally, the academic performance of the elementary learners received a very satisfactory rating. Hence, this study showed significant relationship between the extent of instructional supervision of school head and extent of teacher’s practices in addressing early literacy challenges among elementary learners. It was also revealed on the study that there exists a significant relationship between the extent of teacher’s practices in addressing early literacy challenges and academic performance of elementary learners. This indicates that strengthening instructional supervision systems, providing continuous teacher development, and ensuring administrative support are essential in enhancing the quality of instruction and improving literacy outcomes. Equally important is addressing lingering concerns such as teacher motivation, change management, and student readiness to ensure that both teachers and learners can fully benefit from these interventions. Keywords — Instructional Supervision, School Head, Teacher’s Practices, Addressing Early Literacy Challenges, Academic Performance, Elementary Learners