Reading Instructional Leadership and Pedagogical Digitized Reading Practices in Selected Public Schools in Parañaque City

Abstract

This research aims to correlate the assessment of the reading instructional leadership of the school administrators and extent of implementation of teachers on digitized reading Division of Parañaque, City. Drawing on survey data collected from a diverse sample of educators, the study assesses reading instructional leadership practices, implementation of digitized reading instruction, and the influence of demographic factors on educators' perceptions and practices. The findings reveal consistently high scores in reading instructional leadership, indicating a strong alignment between administrators' practices and the promotion of a shared vision for reading instruction. Additionally, teachers demonstrate a high level of implementation of digitized reading instruction, leveraging digital resources to enhance content delivery, teaching strategies, and assessment practices. While demographic factors such as age, civil status, length of service, and educational attainment do not significantly influence the implementation of digitized reading instruction, age emerges as a significant factor affecting assessment and overall implementation. The study underscores the importance of tailored support programs for educators, leadership development initiatives for administrators, and fostering a data-driven culture to inform instructional practices. Recommendations include promoting diversity and inclusivity, providing professional development opportunities, supporting effective leadership practices, fostering data-driven decision-making, and encouraging the integration of digital tools into reading instruction. By implementing these recommendations, educational stakeholders can create a supportive environment conducive to enhancing literacy outcomes and promoting student success.