ABSTRACT
This study examined the extent of monitoring and evaluation practices of school heads in the implementation of reading programs in terms of Planning and Target Setting; Monitoring of Program Implementation; Data Collection and Analysis; Technical Assistance and Feedback; and Program Evaluation and Improvement and level of reading performance of the learners. Specifically, it assessed the extent of monitoring and evaluation practices in terms of planning and target setting, monitoring of program implementation, data collection and analysis, technical assistance and feedback, and program evaluation and improvement. A descriptive-correlational research design was employed. Data were gathered using a validated survey questionnaire administered to respondents involved in reading program implementation, while learners' reading performance was determined through reading assessment results. Descriptive statistics, including weighted mean, frequency, percentage, and Pearson Product-Moment Correlation, were utilized in analyzing the data. Findings revealed that school heads demonstrated a very high level of monitoring and evaluation practices, indicating strong implementation across all dimensions. Despite the high level of implementation, learners' reading performance was generally low. Furthermore, results showed a very strong positive and significant relationship between the monitoring and evaluation practices of school heads and learners' reading performance, leading to the rejection of the null hypothesis. The study concludes that effective monitoring and evaluation practices play a crucial role in enhancing reading program implementation and improving learners' reading outcomes. Strengthening data-driven interventions, instructional support, and continuous program improvement is recommended to address persistent literacy challenges and promote higher levels of reading proficiency.
Keywords: Monitoring, Evaluation, Implementation, Reading Programs, Performance, Elementary Learners, Reading
INTRODUCTION
Reading is widely recognized as one of the most fundamental skills that learners must develop to achieve academic success and lifelong learning. It serves as the foundation for acquiring knowledge across all learning areas and enables learners to effectively participate in educational activities. However, despite numerous educational reforms and interventions, reading difficulties remain a significant concern among learners worldwide. In the Philippines, reading proficiency continues to be a challenge, as evidenced by national and international assessments that indicate many learners perform below expected reading standards. This situation has prompted schools and educational leaders to implement various reading intervention programs aimed at improving learners' reading abilities and overall academic achievement.
The implementation of reading programs alone, however, does not guarantee success. Effective monitoring and evaluation (M&E) are essential components that ensure reading programs are properly implemented, continuously improved, and responsive to the needs of learners. Monitoring refers to the systematic collection of information regarding program activities and implementation processes, while evaluation involves assessing the effectiveness and outcomes of the program in achieving its intended objectives. Through these mechanisms, school leaders can identify strengths, challenges, and areas for improvement in reading program implementation.
School heads play a crucial role in ensuring the successful implementation of educational programs, including reading interventions. As instructional leaders, they are responsible for supervising program implementation, providing technical assistance to teachers, monitoring learner progress, analyzing data, and making informed decisions to improve instructional outcomes. Effective monitoring and evaluation practices enable school heads to determine whether reading interventions are achieving desired outcomes and whether adjustments are needed to enhance learner performance.
Research has consistently emphasized the significance of monitoring and evaluation in improving educational programs and learner outcomes. A study by Sahot (2018) found that an effective monitoring and evaluation system serves as a mechanism for gathering, analyzing, and utilizing information related to learner progress and school programs, thereby contributing positively to student learning outcomes. The study further revealed that schools with well-established monitoring and evaluation systems demonstrate better educational performance because decision-making is guided by evidence-based information.
Similarly, Sanchez, Labordo, and Martir (2024) highlighted that school heads' engagement in Monitoring, Evaluation, and Adjustment (MEA) significantly contributes to the effectiveness of school programs and instructional practices. Their findings emphasized that active involvement of school leaders in monitoring processes allows timely identification of implementation gaps and facilitates necessary program improvements.
In the context of reading programs, monitoring and evaluation are particularly important because they provide essential information regarding learners' reading progress, intervention effectiveness, and instructional needs. Grigg et al. (2016) argued that reading programs require comprehensive monitoring and evaluation mechanisms to assess implementation quality, learner outcomes, and overall program effectiveness. The authors emphasized that systematic data collection and evaluation help educators determine whether reading interventions are producing meaningful improvements in learners' reading abilities and identify modifications necessary for greater success.
Recent studies also demonstrate that successful reading interventions depend not only on instructional strategies but also on the quality of program monitoring and implementation. Jambangan (2025), in evaluating an eight-week reading remediation program, found that inadequate monitoring and implementation deficiencies were among the major challenges affecting program effectiveness. The study recommended strengthening monitoring systems to improve reading intervention outcomes and sustain learner progress.
Likewise, Cultura, Cubillas, and Cubillas (2025) assessed the implementation of Every Child A Reader Program (ECARP) in public elementary schools and found a significant relationship between stakeholders' awareness of monitoring and evaluation processes and the successful implementation of the reading program. Their findings underscore the importance of effective monitoring and evaluation practices in achieving program objectives and improving reading outcomes among learners.
Studies focusing on reading program implementation in Philippine schools further reveal the importance of school leadership in ensuring program success. Almagro et al. (2024) found that school administrators play a critical role in addressing challenges and sustaining reading program implementation through continuous supervision, monitoring, and support for teachers. Their study emphasized that effective management practices contribute significantly to the successful delivery of reading interventions.
Moreover, program evaluation studies have shown positive effects of well-implemented reading interventions on learner achievement. Research evaluating reading programs demonstrated that systematic implementation and regular assessment contribute to improved reading comprehension and reading achievement among learners, highlighting the value of ongoing monitoring and evaluation processes in educational interventions.
Given these considerations, there is a need to examine the monitoring and evaluation practices of school heads in the implementation of reading programs and determine how these practices relate to learners' reading performance. Understanding this relationship will provide valuable insights into the role of instructional leadership in enhancing reading outcomes and sustaining effective reading interventions. Furthermore, the findings of this study may serve as a basis for developing strategies and policies that strengthen monitoring and evaluation systems, improve program implementation, and ultimately enhance learners' reading achievement.
This study aims to determine the relationship between the monitoring and evaluation practices of school heads in the implementation of reading programs and the performance of learners in reading in Natubgan Elementary School, Kananga I District, Leyte Division. The findings of the study were basis for the proposed instructional supervision plan.
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