School-based reading program management and its effectiveness in public elementary schools

Abstract

Reading programs play an important role in addressing the reading difficulties of elementary learners and supporting their continued learning. However, limited local evidence exists on how school-based reading program management practices relate to program effectiveness in public elementary schools in Cabagan District. This study examined the management practices and perceived effectiveness of school-based reading programs among 40 public elementary school teachers in Cabagan District, Isabela, Philippines. A quantitative descriptive-correlational design was employed. Data were gathered through a researcher-developed questionnaire that measured planning, implementation, coordination, monitoring, and program effectiveness. Weighted means and Pearson product-moment correlation were used to analyze the data. Results showed that reading program management practices were highly practiced, with planning receiving the highest rating and monitoring the lowest. The reading program was perceived as effective. A significant positive relationship was also found between management practices and program effectiveness (r = .61, p < .001). Schools are encouraged to strengthen monitoring, follow-up, teacher support, and resource provision to sustain effective reading programs.