Instructional Practices, Professional Qualities, and Teaching Strategies in Enhancing Reading Comprehension: A Correlational Analysis

Reading comprehension is fundamental to primary academic success; however, challenges persist in many contexts. This study examined the relationship among instructional practices, professional qualities, and teaching strategies for reading comprehension among primary-grade teachers in San Jose City, Nueva Ecija, during the 2024–2025 school year. Using a quantitative descriptive-correlational design, data was collected through validated surveys distributed to teachers across various school types, capturing comprehensive and representative perspectives. Analyses with descriptive statistics, Pearson’s correlation, and regression revealed that teachers demonstrated excellent instructional practices (M = 3.59, SD = 0.54), strong professional qualities (M = 3.40, SD = 0.54), and effective teaching strategies (M = 3.32, SD = 0.56). Significant correlations were found between planning and reflective strategies (r = 0.452) and between teaching and acting strategies (r = 0.348, p < 0.05), indicating a strong interconnection between instructional phases and teacher attributes. The study emphasizes the importance of cultivating reflective habits, professional ethics, and strategic teaching approaches to enhance reading comprehension. Its novelty lies in integrating three theoretical models—Instructional Practices, Reflective Teaching, and Creative Pedagogy—within the Philippine educational setting. Practical implications include targeted teacher development, focusing on mentorship, interdisciplinary literacy, and digital tool integration, which offers a framework that links instructional effectiveness to literacy advancement.