Managing the Implementation and Evaluation of the School Reading Program

Abstract

Aims: Non-reading phenomenon among students is a worldwide problem. This problem continues to balloon despite the various governments’ program. This study was conducted to determine the positive and negative experiences met by the school managers during the implementation and evaluation of the reading program in their respective area. Study Design: Qualitative- phenomenology. Place and Duration of Study: Digos City, Davao del Sur, Philippines, School Year 2018-2019. Methodology: Purposive; Focus-Group Discussions; Validated Researcher-made questionnaire. Results: Nine themes surfaced from the data analysis; implementation of the program; appointment of reading coordinator; amelioration of reading teachers; initiative of school administration; availability of reading materials; involvement in SIP/AIP creation; variations on identified challenges; heartening situations; satisfaction with co-workers and DepEd personnel; and recommendations for improvement. Conclusion: Contextualization of the reading program allows learners to connect and interact with the texts. School heads need to be consistent with their policies. They need to involve the teachers concern not only those chosen few because it creates partition and conflict. Teachers’ dedication and initiative to the program is essential; however, school managers need to provide relevant materials for its smooth implementation.  Further, success of any program depends on the cooperation among the implementers. Unity and understanding among workers are essential in order to achieve the purpose of any endeavor.