Elementary Teachers’ Reading Instruction: Challenges And Approaches

This study examined the challenges encountered and reading approaches employed by elementary teachers in the DADASANTRI Sub-Congressional District of Bohol for the School Year 2024–2025. Using a descriptive survey method and a validated questionnaire, data were gathered from 250 randomly selected teachers across five districts: Danao, Dagohoy, San Miguel, Trinidad 1, and Trinidad 2. Findings revealed that common challenges included classroom management (WM = 4.48), collaboration with parents and communities (WM = 4.44), student engagement (WM = 4.43), providing differentiated reading instruction (WM = 4.39), and access to reading materials (WM = 4.36). Teachers employed diverse reading approaches, particularly Balanced Literacy, Interactive Read-Aloud, and Phonics. Demographic factors such as age, educational attainment, years of teaching experience, grade level taught, and class size showed no significant association with the challenges encountered or reading approaches employed. However, a significant moderate to strong positive correlation (r = 0.50, p = 0.00) was found between the level of challenges encountered and the frequency of approaches employed. The findings highlight the need for a comprehensive support system, including professional development, policy reforms, and stronger partnerships between schools, families, and communities to address these challenges and improve reading instruction.