Literacy and Comprehension: Alignment of Key Stage 2 PISA Framework in Barili District 1

This study examined Key Stage 2 teachers’ knowledge, perceptions, instructional practices, and assessment approaches aligned with the Program for International Student Assessment (PISA) reading literacy framework in Barili District 1. Using a mixed-method design, 47 teachers completed a structured survey consisting of demographic items, Likert-scaled statements on PISA-related competencies, and open-ended questions focusing on classroom challenges, strategies, and policy needs. Results showed that although most teachers demonstrated high qualifications and extensive teaching experience, only 38.30% participated in literacy-related training during the past three years. Reliability analyses indicated strong internal consistency for teachers’ knowledge of PISA and Key Stage 2 competencies (α = .86; α = .92) and instructional practices (α = .94). Teachers reported moderate alignment between Key Stage 2 reading assessment and the PISA domains of retrieving, integrating, and evaluating information, supported by factor analysis. Assessment of higher-order comprehension showed relatively greater emphasis on integration, though differences across domains were not statistically significant (p > .05). Qualitative thematic analysis revealed persistent challenges, including limited vocabulary, insufficient learning resources, and diverse reading proficiency levels. Teachers emphasized the need for explicit curriculum mapping, ongoing literacy training, and greater provision of reading resources. Findings suggest that while teachers are capable and willing to deliver PISA-aligned literacy instruction, systemic curriculum and resource support are essential in enhancing higher-order reading outcomes at the Key Stage 2 level.