Teachers’ Perspective on the Phil-IRI Reading Program: Analyzing Challenges, Impacts and Opportunities for Improvement  in Flora District in Elementary Schools

Author(s)	Roselyn B Pelagio
Country	Philippines
Abstract	This qualitative study explores the perspectives of elementary school teachers in the Flora District, Cordillera Administrative Region, Philippines, regarding the implementation of the Philippine Informal Reading Inventory (Phil-IRI) program. Through semi-structured interviews with teachers from fourteen elementary schools, the research identifies key challenges, assesses the program's impact on literacy development, and highlights opportunities for improvement. Findings reveal significant obstacles such as insufficient teacher training, resource constraints, inconsistent program implementation, and limited parental involvement, which hinder the program's effectiveness. Despite these challenges, teachers acknowledge the Phil-IRI's potential to improve reading proficiency when supported by targeted interventions. The study underscores the need for enhanced teacher capacity-building, streamlined administrative processes, contextualized materials, and stronger home-school collaboration. Based on these insights, the study proposes a comprehensive action plan to optimize the Phil-IRI program, ensuring equitable and effective literacy instruction for all learners in rural settings.
Keywords	Phil-IRI, reading program, literacy development, elementary schools
Field	Sociology > Education
Published In	Volume 7, Issue 3, May-June 2025
Published On	2025-05-10

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