Compliance, Competence, and Commitment of Teachers in Beginning Reading: Basis for a Capacity Building Plan

Abstract: Effective early reading instruction hinges not only on what teachers know and do, but also on how committed they are to every child’s literacy journey. This study aimed to determine the extent of compliance, level of competence, and level of commitment of Grade 1 teachers in beginning reading instruction in a small-sized division in Central Philippines during the school year 2022-2023. Using a descriptive research design, data were collected from 119 primary grade teachers selected through purposive sampling. A valid and reliable researcher-made questionnaire assessed teachers' compliance, competence, and commitment in various aspects of beginning reading. The findings revealed that teachers exhibited high compliance in beginning reading instruction, particularly in oral language development, book handling, and phonics skills. Teachers also demonstrated very high competence in content knowledge and instructional delivery, though there was variability based on age, plantilla position, and experience. Commitment levels were consistently high across all aspects, with some variation in program planning and implementation. Significant relationships were found between compliance and competence, but not between compliance and commitment or between competence and commitment, suggesting these elements operate independently. The study concludes that teachers’ experience and professional status contribute positively to compliance and competence in reading instruction, while commitment remains a consistent attribute. The study calls for a capacity building of teachers to enhancing compliance strategies to further support teachers' competence in beginning reading, especially through targeted professional development and resource allocation. Keywords: Compliance and Competence, Instructional Delivery, Teachers