Leadership in Literacy: The Role of Instructional Leadership in Fostering Student Reading Achievement

Glenn  Andrin; Osias Kit Kilag; Julanie  Abella; Frolomea Narra Tañiza; Elma Groenewald; Nelson Cordova Jr.

doi:10.5281/

Authors

Dr. Glenn R. Andrin Dean, Graduate Studies St. Paul University Surigao, Surigao City, Philippines Author https://orcid.org/0000-0002-3008-5661
Osias Kit T. Kilag School Principal, PAU Excellencia Global Academy Foundation, Inc., Philippines Vice-President for Academic Affairs and Research, ECT Excellencia Global Academy Foundation, Inc., Philippines Author https://orcid.org/0000-0003-0845-3373
Dr. Julanie L. Abella Teacher III, Department of Education, Schools Division of Toledo City, Philippines Author https://orcid.org/0009-0000-1640-7196
Dr. Frolomea Narra Techo Tañiza District in Charge / PIV, Department of Education SDO Baybay, Brgy. Gaas, Diversion Road ,Baybay City Leyte Author https://orcid.org/0009-0001-2904-5240
Dr. Elma Sibonghanoy Groenewald CEO, SG Virtuosos International 1501-1502 Tran Phu Street, Loc Tho Ward, Nha Trang City, Khan Hoa Province, Vietnam 650000 Author https://orcid.org/0000-0001-7813-2773
Nelson A. Cordova Jr. Program Head, School of Teacher Education, DMC College Foundation, Inc., Fr. Patangan Road, Sta. Filomena, Dipolog City, Zamboanga del Norte, Philippines Author https://orcid.org/0009-0003-0939-2899

DOI:

https://doi.org/10.5281/

Keywords:

Literacy interventions, Educational leadership, Transformational leadership, Professional development

Abstract

This study investigates the intricate interplay between leadership practices and the outcomes of literacy interventions in educational settings. Drawing from an integrative literature review methodology, the research synthesizes insights from key studies to unravel the nuanced dynamics that shape successful literacy initiatives. Key findings highlight the pivotal role of leadership in designing and implementing effective literacy interventions. Leaders who strategically allocate resources, prioritize ongoing professional development, and embody transformational principles emerge as architects of change, fostering environments conducive to literacy success. However, the study also brings to light challenges faced by educational leaders in aligning practices with literacy intervention goals. Balancing competing priorities, managing resistance to change, and addressing resource constraints emerge as common obstacles, urging leaders to navigate these challenges strategically. This study advocates for a holistic approach to educational leadership, emphasizing the transformative power of leaders in shaping literacy excellence. By recognizing challenges, embracing innovation, and prioritizing the enduring impact of literacy interventions, stakeholders can collectively foster environments where literacy becomes a journey of discovery and lifelong learning. This research serves as a clarion call for visionary leadership as the linchpin of literacy success in diverse educational landscapes.

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