Literacy Leadership of Public Secondary School Heads and the Implementation of Reading Programs: Basis for Intervention

Abstract

This study examined the level of literacy leadership of secondary school heads and its implications for the implementation of reading programs in the Division of Camarines Norte during School Year 2024–2025. It assessed literacy leadership in terms of shared literacy vision, evidence-based literacy practices, supporting and monitoring, and collaborative literacy culture, and determined the level of implementation of Catch-Up Fridays, Brigada Pagbasa, and school-based reading programs. A descriptive-correlational research design was employed involving 75 secondary school principals and heads selected through total enumeration. Data were collected using a survey questionnaire and analyzed through weighted mean and Pearson Product-Moment Correlation. Results revealed a very high level of literacy leadership across all domains and generally high implementation of reading programs. However, the integration of educational software and reading applications was the least practiced component. Significant positive relationships were found between literacy leadership and reading program implementation. Based on the findings, the study proposed tech-READy, a training program aimed at enhancing teachers’ skills in developing and integrating reading applications to strengthen literacy instruction.