Enabling factors of the reading performance of primary grades in selected remote elementary schools in Magallanes District

The study aimed to determine the teachers’ level of enabling factors and the parental level of enabling factors on the reading performance of primary grade pupils in selected remote elementary schools in Magallanes District. Through a comprehensive assessment, this study identified key areas namely: teacher proficiency; mastery of subject matter; communication skills; teaching styles; and professional development, as well as parental practices in the home; parental involvement in school reading activities; and attitudes toward reading that may influence pupils’ reading performance. The study utilized a survey questionnaire that was tried out among nine teachers and 95 parents in selected remote elementary schools in Magallanes District. To test its reliability, the survey questionnaires were then given to 30 teachers and 30 parents of other schools in Magallanes District. The study used a descriptive-correlational design. Additionally, the study examines the Comprehensive Rapid Literacy Assessment (CRLA) results to establish a baseline for pupils' reading performance, providing insights into areas for targeted intervention. Result showed a statistically significant relationship between reading performance and teacher-enabling factors, revealing that reading performance tends to improve when teacher-enabling factors improve. However, the relationship between reading performance and parental enabling factors appears to be lower, suggesting that the relationship between reading performance and parental enabling factors is not statistically significant. The findings from this research may have implications for action plans and instructional strategies meant to enhance pupils' reading performance.