Exploring Contemporary Teaching Approaches, Practices and Challenges in Reading Instruction and Learners’ Proficiency

This study explored contemporary teaching approaches, practices, and challenges in reading instruction, with a focus on their influence on learners’ reading proficiency. Utilizing a descriptive quantitative design with a correlational approach, the research involved 40 teacher-respondents from Grades 4, 5, and 6 at Sta. Maria Central School. Results showed that while teachers consistently employed a variety of instructional strategies, learners’ reading proficiency remained at the instructional level. This suggests that effective reading instruction is influenced by multiple factors and not solely by the frequency or quality of teaching strategies. The study found no significant relationship between teachers’ approaches and learners’ reading proficiency, indicating the presence of external constraints that limit the impact of instruction. Among the most pressing challenges identified were limited contact time with students, overlapping school activities, teacher workload, curriculum congestion, and the diverse needs of learners - all of which hinder consistent and effective reading instruction. These findings emphasize that improving reading outcomes requires not only refining teaching practices but also addressing systemic barriers. As such, it is strongly recommended that the division of Zamboanga City revisit its policies related to the scheduling of academic and non-academic activities to allow for more dedicated instructional time. Moreover, continuous professional development in literacy instruction must be prioritized. Training should be responsive to teachers’ career stages—keeping seasoned teachers updated, encouraging mid-career innovation, and supporting new teachers as they cross the demands of literacy.