World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue II (February 2026), pp.49-56
Reading Performance of Learners in Balud North District and Its Implications for Educational Leadership and Supervision
Jesseca B. Villaruel, LPT, T-III
Victory Integrated School
Abstract
This study examines the reading performance of learners in the Balud North District and its implications for educational leadership and supervision. Through a quantitative descriptive-correlational research design, the study explores the profiles of 60 teacher-respondents, their perceptions of student reading performance in terms of accuracy, fluency, and comprehension, and the level of educational leadership and supervision practices within their schools. Findings indicate that learners’ reading performance is moderate, with strengths in accuracy and comprehension but weaknesses in high-frequency word recognition, fluency, and expressiveness. Educational leadership practices, including instructional supervision, feedback, mentoring, resource provision, and professional development, were reported to be effective in supporting teacher growth. A moderate linear relationship was found between leadership practices and reading performance, suggesting that while leadership plays a significant role in improving literacy outcomes, other factors also contribute. Based on the findings, the study recommends sustained mentoring and professional development for teachers, intensified instructional supervision focusing on evidence-based interventions, and a collaborative, data-driven approach to further enhance literacy outcomes in the district.
Keywords: Reading performance, Educational leadership, Instructional supervision, Fluency, Teacher development, Literacy
https://doi.org/10.65494/pinagpalapublishing.137
