Innovation of Teachers and Initiatives of School Heads in the Implementation of Reading Program

Abstract

This study explored how innovative instructional practices and leadership initiatives contribute to improving learners’ reading comprehension. It focused on the experiences and perspectives of Junior High School English teachers in a school within the Division of Bukidnon, particularly in implementing reading strategies and programs aligned with institutional goals. The research employed a qualitative design using a hermeneutical approach, which emphasizes interpreting the deeper meanings behind participants’ experiences and interactions. A purposive sampling technique was used to select key informants, specifically Junior High School English teachers. Data were collected through in-depth interviews and analyzed using thematic analysis to identify recurring patterns and insights. Findings revealed three major themes: Strategic Prioritization of Reading, Systematic Instructional Governance, and Enabling and Supportive Leadership Culture. These themes highlight the importance of structured planning, coordinated instructional support, and a positive leadership environment in promoting effective reading instruction. Despite challenges such as limited resources, time constraints, and diverse learner needs, the study found that the collaborative efforts of teachers and school leaders significantly enhance reading comprehension outcomes. The use of innovative teaching strategies, contextualized learning materials, and collaborative practices was shown to improve learner engagement and deepen understanding. In conclusion, fostering reading success requires a strong partnership between teacher innovation and supportive school leadership. The study recommends strengthening instructional supervision, promoting continuous professional development, and ensuring adequate resource provision to sustain effective reading programs and improve overall literacy outcomes among learners.