Development of a Teaching Reading Competency Test Through a Systematic Literature Review

This study conducted a systematic literature review to identify the competencies of a reading teacher and developed a Teaching Reading Competency Test (TRCT). This study used the PRISMA model and the test development process of Ozdemir and Akyol (2019). Forty-eight related literature and studies were analyzed, and seven themes that determine the competencies of reading teachers were identified. Competency indicators were constructed guided by the themes and theoretical framework of the study; these were categorized according to their relevance to the DepEd's PPST domains. The connections ensured that the developed test items were grounded on established research and theoretical principles. The validity test result demonstrated a strong expert agreement that the test items are relevant and precise. Moreover, the reliability test indicated an acceptable and good internal consistency. This combination of high content validity and excellent reliability makes the test effective for evaluating teachers' competencies in reading instruction. Overall, the TRCT is a valid and reliable tool that can provide appropriate feedback on teachers' skills in managing and delivering reading instructions to students; this can also serve as a valuable tool for their professional development and improvement of instructional practices, promoting reflective teaching, leading to better student learning outcomes, and supporting DepEd's commitment to providing quality education and promoting lifelong learning.