📄 Abstract
This qualitative study explored the lived experiences of reading coordinators in implementing reading programs in Sto. Tomas East District, Davao del Norte using a phenomenological approach. The study involved eight public elementary school teacher-informants who were currently serving as reading coordinators in their respective schools and grade levels, selected through purposive sampling. Data were gathered through a validated semi-structured interview guide. Findings revealed that reading coordinators experienced reading program implementation as a coordinated, collaborative, and data-informed process that required planning, teacher support, learner monitoring, and continuous improvement. The lived experiences generated three themes: coordinating reading program implementation in schools, strengthening teacher support and instructional collaboration, and monitoring learner progress and program outcomes. Coping strategies identified included maximizing available resources for reading program continuity, strengthening collaboration and support in reading program implementation, and managing time, workload, and monitoring responsibilities. These coping strategies showed how reading coordinators addressed limited materials, heavy workload, scheduling concerns, and monitoring demands through resourcefulness, teamwork, time management, and simplified documentation. Policy implications emphasized the need to institutionalize needs-based and data-driven reading program policies, strengthen teacher capacity and shared responsibility, and ensure resource support and sustainable program implementation. The findings supported Normalization Process Theory, Street-Level Bureaucracy Theory, and Distributed Leadership Theory by showing how reading coordinators helped embed reading programs into school practice, adjusted implementation based on actual conditions, and promoted shared leadership among school heads, teachers, and coordinators.
🏷️ Keywords
📚 How to Cite:
Windy A. Oclarit , EXPERIENCES OF READING COORDINATORS IN IMPLEMENTING READING PROGRAMS , Volume 13 , Issue 6, June 2026, EPRA International Journal of Environmental Economics, Commerce and Educational Management(ECEM) , Pages: 77 - 83 ,