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
Shiela D. Cometa *
Davao del Sur State College (DSSC), Matti, Digos City, 8002, Davao del Sur, Philippines.
Michael E. Cometa
Davao del Sur State College (DSSC), Matti, Digos City, 8002, Davao del Sur, Philippines.
*Author to whom correspondence should be addressed.
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.
Keywords: Instructional leadership, teacher workload, teacher well-being, reading interventions, implementation, public elementary schools