ABSTRACT
The study investigated the relationship between teaching competence and student performance in reading, focusing on instructional and professional competence of teachers, alongside word recognition and reading comprehension of students. A comprehensive enhancement program for teachers was proposed as a potential solution.
Results revealed that there existed no significant correlation between teaching competence and student performance in reading, challenging previously assumptions. There was a significant relationship between teachers’ instructional competence and professional competence. Improvements in student reading performance were evident, yet the findings underscored the complexity of factors influencing student outcomes in reading beyond teacher competence alone.
The study’s implications extend to educational policy and practice, highlighting the need for a multifaceted approach to improve reading performance. While teacher competence remains a crucial component, other factors such as curriculum design, individual learning styles, and students’ specific needs could also be considered.
Moreover, targeted intervention could address the broader context of reading instruction, integrating strategies to support both teachers and students. Professional development programs would incorporate evidence-based practices tailored to enhance teaching effectiveness and student learning outcomes in reading.
Finally, this study contributes to the ongoing discourse on effective teaching practices and student achievement in reading, emphasizing the importance of comprehensive approaches to educational enhancement.
Keywords: teaching competence, student performance, reading enhancement
INTRODUCTION
The competence of teachers has always been crucial in the development of the reading performance of students. Teachers who possess the necessary knowledge, skills, and attitudes can effectively teach students to read, comprehend, and appreciate various forms of text. Nowadays, there has been an increasing emphasis on the role of teachers in promoting students’ reading ability.
Recent research has found that teacher collaboration and professional development play a significant role in enhancing the teaching ability of teachers and improving students’ reading abilities (Rosenberg et al., 2020).
Improving Students’ reading performance is crucial because it has a significant impact on their academic success, future career prospects, and overall quality of life. Reading is a foundational skill that underpins learning across all subjects, and students with strong reading abilities are more likely to excel academically and pursue higher education. According to a study by the Annie E. Casey Foundation, “Early Warning! Why Reading by the End of Third Grade Matters,” children who were not proficient readers by the end of third grade were four times more likely to drop out of high school, which can lead to long-term economic and social disadvantages.
Additionally, reading proficiency is linked to critical thinking and problem-solving skills, which are essential in today’s information-driven world. The Eunice Kennedy Shriver’s National Institute of Child Health and Human Development (NICHD) highlights that reading problems can lead to negative attitudes toward learning and lower self-esteem, impacting a child’s overall development. Therefore, addressing and improving reading performance is key to fostering a well-rounded, successful future for students.
In the Philippines, the Department of Education (DepEd) is the primary agency responsible for ensuring the competence of teachers. According to DepEd Order No. 42, s. 2017, teachers must undergo continuous professional development (CPD) to enhance their competence. This includes attending seminars, workshops, and training programs that focus on improving their knowledge and skills in various subject areas, including reading instruction.
Internationally, the UNESCO International Standard Classification of Education (ISCED) provided a framework for defining and categorizing various levels of education. This included the level of education required for teachers to possess the necessary competencies to teach students how to read and comprehend various forms of texts.
Moreover, the National Competency-Based Teacher Standards – Teachers’ Strengths and Needs Assessment (NCBTS-TSNA) tool provided a framework that outlined the competencies that teachers must possess. This included instructional competence and professional competence.
Subsequently, reading competencies for effective reading instruction and professional practice were shared by the International Literacy Association (ILA). Also, the resources and guidelines for literacy educators, including competencies for teaching reading were provided by the National Council of Teachers of English (NCTE).
On the other hand, reading is a fundamental skill that is essential for success in all areas of academic and professional life. Unfortunately, many students struggle with reading, and research suggests that poor reading ability is often linked to ineffective teaching practices. Therefore, it is crucial to understand the relationship between teaching competence of teachers and reading performance of students to identify effective teaching practices that can improve the literacy among students.
Senior High School in Carmen, Agusan del Norte has been implementing the reading program EmpoweREAD. Somehow, students’ ability to recognize words increases, but their reading comprehension remains to be a reading complexity.
In addition, the researcher observed the poor word recognition skills and reading comprehension skills of the Senior High School students during their Brigada Pagbasa results. As manifested in the school’s Summary of Reading Audit Result for the S.Y. 2022-2023, in terms of word recognition 50% of the senior high school students belonged to “Independent” level, 32% was “Instructional” level, and 18% was “Frustration” level. In terms of reading comprehension, 20% was “Independent” level, 38% was “Instructional” level, and 42% belonged to “Frustration” level.
The comparative results of Phil-IRI reading assessments for the past three (3) school years showed the fluctuating results of the frustration level. From twenty-five percent (25%) frustration level for the S.Y. 2021-2022, it had a significant increase of forty-two percent (42%) frustration level in the S.Y. 2022-2023, then it had a significant decrease of six percent (6%) frustration level for the S.Y. 2023-2024.
Several factors have been identified as critical to improving the reading performance of senior high school students. Research has shown that a supportive home environment significantly influences students' reading abilities. Parents' involvement in their children's reading activities and the availability of reading materials at home have been positively correlated with better reading outcomes (Clark, 2019). Additionally, peer collaboration and the social context of learning have been found to play essential roles. Collaborative learning environments, where students engage in group discussions and peer reviews, have been associated with enhanced reading comprehension and critical thinking skills (Meyer, 2020).
Access to technology and digital resources has been highlighted as a significant contributor to reading improvement. The integration of e-books, educational apps, and online reading platforms has provided students with diverse and interactive reading experiences, leading to increased engagement and motivation (Kim & Anderson, 2021). Furthermore, socioeconomic status (SES) has been a crucial factor, with higher SES linked to greater access to educational resources, extracurricular activities, and a richer vocabulary environment, all of which contribute to better reading performance (Jerrim & Sims, 2020).
School infrastructure and resource availability have also been important. Schools with well-equipped libraries, access to diverse reading materials, and comfortable reading spaces have reported higher student reading performance. Such environments encourage students to read more frequently and for longer periods (Fisher & Frey, 2019). Lastly, reading intervention programs tailored to students' individual needs have proven effective. Programs that provide targeted support, such as one-on-one tutoring and remedial reading sessions, have shown significant improvements in students' reading skills (Wanzek et al., 2020).
Correspondingly, understanding the relationship between teaching competence and reading performance is essential for improving the academic outcomes of students. By identifying how teaching competence affects students’ performance in reading, the researcher could propose a specialized training for teachers towards enhancing their competence in teaching reading.
Finally, encouraging the development of experienced teachers may improve the reading performance of students and set them on a path to academic success. Indeed, the connection between reading ability of students and teaching competence of teachers is critical to achieving optimal student learning outcomes.
This study sought to examine the relationship between students’ reading performance and the teachers’ teaching competence in reading, and how to capacitate teachers to enhance reading instruction.
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