Abstract
This study perceived school support for their competence in teaching reading. One hundred thirty (130) teachers from the Division of Valencia City participated in the study by responding to a questionnaire on their perceived self-efficacy, school support, and competence in teaching reading. Descriptive-correlational research employed descriptive statistics, tests of relationships, and the influence of teachers’ self-efficacy and school support on competencies in teaching reading. The findings revealed strong self-efficacy among teachers in teaching reading, with confidence in observing student progress, sharing effective practices, engaging in professional learning, and receiving leadership support. The school environment was highly supportive, with teachers expressing satisfaction with resource availability and coaching quality. High teacher competence was observed across key areas, with excellence in organizing activities, managing behavior, using diverse teaching methods, and integrating technology effectively. Correlation analyses unveiled strong positive links between teacher self-efficacy and competence in teaching reading, with leadership support and professional learning as significant predictors. School support, particularly coaching, also demonstrated strong positive associations with teaching competence. The study concluded that influence teacher competence, teacher self-efficacy and school support emerged as significant predictors, emphasizing their pivotal roles in driving effective reading instruction. Fostering a supportive environment and cultivating teacher confidence are essential for promoting effective reading instruction and enhancing student success. The findings underscore the importance of investing in professional development initiatives, providing comprehensive coaching programs, and fostering supportive leadership structures within schools to empower teachers and improve student reading outcomes.
