ABSTRACT
This study determines the extent of monitoring and evaluation practices of school heads, extent of implementation of literacy programs and academic performance of learners in quarter 1. A descriptive-correlational research design utilizing the survey developed by Lucero, J. R., Evangelista, J. E., & Lim, D. G. (2019). "Managing the Implementation and Evaluation of the School Reading Program" and a survey is developed by Sanchez, G. M., Labordo, E. L., & Martir, E. M. (2024). "School Heads’ Engagement, Strategies and Effectiveness on Monitoring Evaluation and Adjustment (MEA). International Journal of Science and Management Studies" conducted to the 22 teachers and 1 school head. Further, the researcher gathered the result of the first quarter assessment of the 22 learners identified as respondents of the study. A significant relationship was revealed between the extent of monitoring and evaluation practices of school head in the implementation of literacy programs in terms of setting objectives and planning, implementation and monitoring, data analysis ad utilization, feedback and follow-up, and institutionalization and sustainability and the level of academic performance of learners in quarter 1. Similarly, a positive significant relationship also was revealed between the extent of implementation of the literacy program in terms of literacy assessment and profiling, literacy instruction and support, data utilization and planning, and capacity building and feedback and the level of academic performance of learners in quarter 1. These findings confirm that the strong monitoring and evaluation practices of school heads and the effective implementation of literacy programs are crucial in enhancing learners’ literacy development and overall academic achievement. The results further affirm that a well-structured and data-driven approach in literacy program management fosters continuous improvement in teaching and learning.
Keywords: Monitoring and Evaluation, Implementation, Literacy Programs, Academic Performance, Elementary Learners
INTRODUCTION
Literacy remains a foundational skill necessary for academic success and lifelong learning. In the Philippine basic education context, various literacy programs such as Every Child a Reader Program (ECARP) and the Philippine Informal Reading Inventory (Phil-IRI) have been implemented to address the challenges in reading proficiency. However, despite these initiatives, low reading comprehension levels among learners continue to be a pressing issue in many schools. One of the identified contributing factors to this persistent challenge is the lack of effective monitoring and evaluation (M&E) practices among school leaders, particularly school heads, who play a vital role in supervising the implementation of such programs (Lucero et al., 2019).
Monitoring and evaluation are essential management tools in education. They provide systematic approaches to track the implementation and assess the effectiveness of programs to ensure they meet their intended outcomes (Tiñana, 2019). School heads, as instructional leaders, are responsible for ensuring that literacy programs are properly carried out and aligned with the needs of their learners. When M&E practices are implemented effectively, school heads are better equipped to make data-informed decisions, adjust strategies, and support teachers in enhancing instruction (DepEd, 2015). However, many school heads tend to focus on administrative functions and conduct monitoring merely for compliance, rather than for continuous improvement and instructional support (Mensah, 2022).
Karimi (2020) emphasized that participatory M&E, which involves teachers, curriculum support officers, and other stakeholders, has a significant impact on the performance of literacy programs. In schools where monitoring is inclusive, systematic, and data-driven, there is greater alignment between program goals and actual classroom implementation. Unfortunately, in many schools, M&E is irregular or not embedded into the school's culture of practice, resulting in missed opportunities for timely intervention and instructional improvement.
Furthermore, Mensah (2022) in Ghana cautions against evaluative activities that focus only on compliance. He noted that such approaches, while improving curriculum delivery, often fail to support teacher growth and instructional innovation. A similar gap was identified in Philippine schools: Pangilinan and Pangilinan (2022) found that although school heads were rated highly in M&E performance during COVID-19, there was a mismatch between the oversight provided and the evolving needs of teachers adapting to hybrid learning
Lucero et al. (2019) further pointed out that the success of literacy programs greatly depends on the leadership of school heads in sustaining effective M&E systems. In their study conducted in Digos City, they found that schools with consistent monitoring practices, use of data from reading assessments, and collaborative implementation strategies showed higher literacy gains among learners. Similarly, Tiñana (2019) highlighted that the School Monitoring, Evaluation and Adjustment (SMEA) process, when utilized effectively, can lead to improved instruction, stakeholder engagement, and data-based planning.
Given these observations, this study seeks to investigate the extent to which school heads implement monitoring and evaluation practices in literacy programs and how these practices influence the effectiveness of such initiatives. The findings of the study will provide valuable insights into how school leaders can strengthen their M&E functions and ensure that literacy programs are implemented with fidelity, responsiveness, and impact.
Therefore, it is in the rationale that the researcher who is currently an aspirant instructional leader and a classroom teacher in the above mentioned local, would like to delve worthy research undertaking that would benefit herself, the school she is currently teaching and that of her Graduate Program she is enrolled at.
This study determines the relationship between the extent of monitoring and evaluation practices of school heads, extent of implementation of literacy programs and academic performance of learners in quarter 1 in Puerto Bello Elementary School, Merida District, Leyte Division. The findings of the study were basis for the proposed instructional supervision plan.
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