Instructional Leadership, Workload, and Teacher Well-being in the Implementation of Reading Interventions in Public Elementary Schools in Mt. Apo Schools District, Division of Digos City

Abstract

Background: Reading interventions are essential for supporting learners who experience difficulties in reading comprehension, vocabulary development, and fluency. Their effective implementation depends not only on intervention strategies but also on school-level conditions, particularly instructional leadership, teacher workload, and teacher well-being. Understanding how these factors are associated with reading intervention implementation can help schools strengthen literacy support for struggling readers. Aims: This study examined the influence of instructional leadership, teacher workload, and teacher well-being on the implementation of reading interventions in public elementary schools in the Mt. Apo Schools District, Division of Digos City. Study Design: The study used a quantitative, non-experimental predictive-correlational research design. Place and Duration of Study: The study was conducted in public elementary schools in the Mt. Apo Schools District, Division of Digos City. Methodology: The respondents were 132 teachers selected through stratified random sampling. Data were collected using validated Likert-scale instruments measuring instructional leadership, teacher workload, teacher well-being, and reading intervention implementation. Data were analysed using means, Pearson product-moment correlation, and multiple linear regression. Results: Instructional leadership was rated very high (M = 3.42), teacher workload was rated high (M = 2.78), teacher well-being was rated high (M = 3.15), and reading intervention implementation was rated very high (M = 3.31). Instructional leadership and teacher well-being significantly predicted implementation, while teacher workload was not a significant predictor in the regression model. Conclusion: Reading interventions are strengthened when school heads provide instructional support and when teachers maintain positive professional and emotional conditions. The study recommends literacy-focused leadership coaching and practical teacher well-being support.