Teachers’ Perceptions and Systemic Challenges in ECARP Implementation: A Qualitative Study in Baguio City and La Trinidad, Philippines
Frederick T. Munda *
Department of English Language Studies, Benguet State University, La Trinidad, Benguet, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Background: Reading proficiency remains a core goal of basic education in the Philippines, supported by multiple national initiatives including ECARP and related literacy programs. Despite these efforts, large-scale assessments continue to show persistent reading deficiencies among learners. This highlights gaps between policy formulation and classroom-level implementation, where teacher understanding and institutional support play a critical role in program effectiveness.
Aims: This study examined how public school teachers perceive the implementation of the Every Child a Reader Program (ECARP) and related reading initiatives, what challenges they encounter, and what measures they consider necessary to strengthen reading-policy implementation.
Study Design: The study used a basic qualitative research design.
Place and Duration of Study: The study was conducted in selected public elementary and secondary schools in Baguio City and La Trinidad, Philippines. Data collection spanned three weeks.
Methodology: Thirty-four Grades 4 to 6 and Grade 7 teachers were selected through purposive sampling as information-rich participants with direct experience in ECARP, related reading programs, Phil-IRI assessment, classroom reading support, or remediation activities. Semi-structured key informant interviews lasting 45 to 70 minutes were conducted, audio-recorded with consent, transcribed verbatim, and analyzed thematically using Braun and Clarke’s six-phase framework. Frequencies were used only as descriptive indicators of recurrence across the interview set, while the analysis remained centered on teacher accounts and thematic interpretation.
Results: Teacher awareness of ECARP was largely nominal rather than functional. Although 25 teachers (73.5%) recognized ECARP or related reading policies by name, only 11 teachers (32.4%) demonstrated clear understanding of its objectives, assessment expectations, and procedures. Major constraints included the need for ready, validated, level-appropriate reading materials (29 teachers, 85.3%), lack of formal ECARP-specific training (28 teachers, 82.4%), heavy workload and time constraints (27 teachers, 79.4%), unclear policy standards (26 teachers, 76.5%), and difficulty engaging parents in remediation (24 teachers, 70.6%). Teachers also described reportorial pressure that could discourage honest diagnosis of learner reading levels.
Conclusion: ECARP’s main difficulty is an implementation-system problem rather than a lack of policy intent. Stronger implementation requires clear standards, validated materials, sustained teacher training, protected remediation time, honest reporting systems, leadership continuity, and institutionalized teacher participation in policy review.
Keywords: Reading policy implementation, ECARP, teacher perspectives, literacy policy, Philippine basic education