PROFILING OF READING TEACHING STYLES OF ELEMENTARY TEACHERS AS BASIS FOR INSTRUCTIONAL INTERVENTION

Authors

Jina M. Orbita

Abstract

This study determined the reading teaching styles of elementary teachers in District 3, Ozamiz City Division during the School Year 2025–2026 as a basis for designing instructional interventions. Using a descriptive-correlational research design, the study examined teachers’ profiles and identified the prevalence of teacher-centered, learnercentered, interactive, and technology-integrated reading teaching styles. Findings revealed that teachers strongly employed all four approaches, demonstrating a balanced and blended reading instruction. Teacher-centered strategies were evident in explicit instruction and modeling, while learner-centered, interactive, and technologyintegrated practices promoted engagement, collaboration, and motivation. No significant differences were found in reading teaching styles when teachers were grouped according to age, gender, educational attainment, years of service, position, and socio-economic status. However, a significant difference emerged when grouped according to trainings attended, highlighting the role of professional development. Based on the findings, blended instructional interventions were proposed to enhance learners’ reading skills and overall literacy outcomes.

Keywords

elementary teachers; instructional interventions; professional development; reading instruction; reading teaching styles