ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study examined the correlation among teachers’ profiles, the tactics employed to enhance reading comprehension skills, and learners’ levels of reading comprehension proficiency. The study utilized a descriptive-correlational methodology with 100 teacher participants and 50 students from designated schools. Data were gathered via structured questionnaires, observational checklists, and performance-based evaluations. The results indicated that most teachers (45%) had a master’s degree and 58% had been teaching for 6 to 10 years. Teachers said they often used technology-based tools like interactive whiteboards (M = 4.36), classroom response systems (M = 4.55), and video clips (M = 4.67), with a grand mean of 4.53, which means they always used them. The learners’ reading comprehension skills were graded as fair (grand mean = 1.94). They did better at putting events in order (M = 2.46) but worse at making inferences (M = 1.70) and drawing conclusions (M = 1.63). Statistical analysis revealed a strong correlation between teachers’ greatest educational attainment and their years of teaching experience and the tactics adopted (p < 0.05). In the same way, the age of the students was strongly linked to how well they understood what they read (p < 0.05). Furthermore, there was a high positive correlation (r = 0.624, p = 0.001) between teachers' techniques and students' reading comprehension levels. This shows that using effective teaching methods, especially those that incorporate technology, has a positive effect on students' learning. The results indicate the necessity for ongoing professional development for educators, emphasizing evidence-based teaching practices and technological integration to improve reading comprehension. Keywords — Reading Comprehension Skills, Instructional Strategy Utilization, TechnologyIntegrated Instruction Practices, Literacy Skill Development, Ubay, Boho, Philippines