Literacy Monitoring and Evaluation Practices and Teachers’ Perceptions of Learners’ Reading Proficiency: A Basis for Enhancement Plan
DOI:
https://doi.org/10.65339/ijsis.V1.I3.171Keywords:
Elementary Education, Literacy Monitoring, Reading Comprehension, Reading Habits, Reading Proficiency, Teacher Perceptions, Vocabulary SkillsAbstract
This study examined teachers’ perceptions of elementary learners’ reading proficiency, associated literacy factors, and challenges in literacy monitoring and evaluation at Banawa Elementary School, Cebu City, during School Year 2025–2026. Anchored in Chall’s Stages of Reading Development, Bandura’s Social Learning Theory, and Maslow’s Hierarchy of Needs, the study employed a descriptive quantitative research design guided by the Input–Process–Output (IPO) framework. Thirty-six Grades 1–6 teachers were selected through purposive sampling, and data were collected using a structured questionnaire with a five-point Likert scale. Descriptive statistics and correlation analysis were used to examine the findings. Results revealed a High overall perceived reading proficiency (M = 3.87), with vocabulary skills receiving the highest rating (M = 4.02), followed by reading comprehension (M = 3.93) and word recognition (M = 3.66). Factors associated with reading proficiency were also rated High (M = 3.96), particularly reading habits, motivation, and access to reading materials. However, teachers reported High challenges in literacy monitoring and evaluation (M = 3.58), primarily involving inconsistent learner participation and limited professional development opportunities. Correlation analysis revealed a weak positive but statistically insignificant relationship between reading proficiency and its associated factors (r = 0.223, p = 0.192). The findings highlight the need for strengthened literacy monitoring, teacher training, instructional resources, and targeted reading interventions. A Reading Proficiency Enhancement Plan was proposed to address these needs. The study supports Sustainable Development Goal 4 (Quality Education) by promoting foundational literacy and responsive educational practices. Its institutional and social sustainability contributions include strengthening school-based literacy programs, continuous assessment, and collaboration among teachers, parents, and educational stakeholders to support learners’ long-term reading development.
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