Practices, Problems, And Perspectives Of Reading Program Administrators In Ip-Dominated Basic Education Institutions: Foundations For A Reading Program Academy
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Abstract
Literacy remains a global priority, yet Indigenous learners continue to face barriers to culturally responsive reading programs, a concern evident in Indigenous Peoples (IP)-dominated schools in Talaingod. Despite growing attention to literacy in marginalized settings, little research has examined the perspectives of reading program administrators who shape literacy initiatives in these communities. To address this gap, the study explored the practices, problems, and perspectives of reading program administrators in IP-dominated basic education institutions as a basis for establishing a reading program academy. Using a qualitative case study design, the research engaged twelve purposively selected reading coordinators from elementary, secondary, and integrated schools, and employed Braun and Clarke’s thematic analysis. The results show that administrators employed culturally anchored practices, including localized materials, community engagement, context-sensitive assessments, everyday coaching, and flexible scheduling. They also faced persistent challenges such as limited culturally aligned resources, teacher shortages, weak home–school literacy reinforcement, unstable funding, and the linguistic diversity of learners. Administrators expressed a unified vision for a Reading Program Academy that would strengthen teacher preparation for IP contexts, formalize school-community partnerships, support the development of localized reading resources, and establish culturally informed evaluation systems. These insights highlight the need for an academy that equips administrators, coordinators, and teachers with the culturally responsive leadership and instructional competencies required to sustain meaningful literacy development in indigenous communities....
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