Lived Experiences of Public-School Administrators in Implementing the Philippine Informal Reading Inventory (Phil-IRI) in Eastern Visayas: A Phenomenological Inquiry Toward a Professional Enhancement Program

Authors

  • Mark Joevel C. Buante Eastern Visayas State University Author
  • Rowena L. Badilla Eastern Visayas State University Author
  • Gilberto G. Yu Jr. Eastern Visayas State University Author
  • Richelle B. Bulingit Eastern Visayas State University Author
  • Fatima Q. Mendola Eastern Visayas State University Author

DOI:

https://doi.org/10.5281/zenodo.18142816

Keywords:

Phil-IRI, reading proficiency, public-school administrators, phenomenology, leadership, instructional management, Eastern Visayas

Abstract

This study explored the lived experiences of public-school administrators in Eastern Visayas regarding the implementation of the Philippine Informal Reading Inventory (Phil-IRI) in secondary schools. Recognizing reading proficiency as a critical predictor of academic success and lifelong learning, the study aimed to understand how administrators plan, lead, monitor, and sustain reading assessment programs, as well as the challenges and enablers that influence program effectiveness. Employing a transcendental phenomenological design, the study purposively selected 20 administrators from Tacloban City, Leyte, Southern Leyte, and Samar. Data were collected through semi-structured interviews conducted in Waray-Waray or Filipino and analyzed thematically to capture the essence of participants’ experiences. Findings revealed that administrators perceive Phil-IRI implementation as complex and demanding, citing workload burdens, insufficient training, limited resources, and inconsistent procedures as significant challenges. Leadership and management practices emerged as pivotal factors affecting assessment fidelity, with effective administrators enhancing teacher support, resource allocation, and systematic monitoring, while gaps in guidance and organization undermined implementation. Participants also highlighted the need for reassessment of tools, materials, and intervention processes, emphasizing targeted capability building for both administrators and teachers. The study concludes that professional enhancement programs focusing on leadership, instructional supervision, resource management, and technical competencies are essential to improving the sustainability and effectiveness of Phil-IRI. By strengthening administrators’ capacities, such interventions can enhance reading outcomes, promote equitable access to quality education, and support the achievement of national and global literacy goals. These insights provide a foundational basis for policy, practice, and future research in literacy assessment and educational leadership in resource-constrained and diverse school contexts.

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Author Biographies

  • Mark Joevel C. Buante, Eastern Visayas State University

    Mark Joevel C. Buante is a Senior High School Teacher II at Sto. Niño Senior High School in Tacloban City. He holds a Bachelor of Secondary Education major in Filipino and a Master of Arts in Teaching, with specialization in Filipino. He is currently a Doctor of Philosophy in Educational Programs Management candidate. His academic and professional interests include Filipino education, educational leadership, and research instruction, and he currently teaches Practical Research 1.

  • Rowena L. Badilla, Eastern Visayas State University

    Rowena L. Badilla is a Master Teacher III at Juan S. Tismo National High School, Babatngon, Leyte. She earned her bachelor’s degree in AB Home Economics with Education Supplemental and a Master in Education, specializing in Filipino. She actively serves as the Faculty President of JSTNHS. Her professional interests include instructional leadership, Filipino education, and community engagement, with cooking as a personal interest.

  • Gilberto G. Yu Jr., Eastern Visayas State University

    Gilberto G. Yu Jr. is a Head Teacher II at Canmucat Elementary School, Villareal, Samar. He holds a Bachelor of Elementary Education (General Education) and a Master in Education, with specialization in Filipino. Although currently in a non-teaching administrative role, his interests include educational management, Filipino instruction, and amateur boxing and boxing regulations.

  • Richelle B. Bulingit, Eastern Visayas State University

    Richelle B. Bulingit is a Master Teacher IV at Hinunangan National High School, Southern Leyte. She obtained her bachelor’s degree in Secondary Education major in Mathematics and a Master in Education with specialization in Management. She also serves as the Faculty President of HNHS. Her professional interests focus on educational leadership, school management, and teacher development, while volleyball is among her recreational activities.

  • Fatima Q. Mendola, Eastern Visayas State University

    Fatima Q. Mendola is a Teacher III at Visares Elementary School, Capoocan, Leyte. She earned her Bachelor of Elementary Education and a Master of Arts in Education, specializing in Administration and Supervision. Her professional interests include school administration and instructional improvement, and she enjoys cooking and gardening in her free time.

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Published

2026-01-04

Issue

Vol. 2 No. 1 (2026): International Journal of Education, Research, and Innovation Perspectives

Section

Articles

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How to Cite

Buante, M. J., Badilla, R., Yu Jr., G., Bulingit, R., & Mendola, F. (2026). Lived Experiences of Public-School Administrators in Implementing the Philippine Informal Reading Inventory (Phil-IRI) in Eastern Visayas: A Phenomenological Inquiry Toward a Professional Enhancement Program. International Journal of Education, Research, and Innovation Perspectives, 2(1), 19-37. https://doi.org/10.5281/zenodo.18142816
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