Administrative Support and Professional Compliance in Reading Instruction among Public Elementary School Teachers
Rhea Villaflor, Josephine Baguio
Received: 05 January 2026; Revised: 10 February 2026; Accepted: 15 February 2026; Published: 19 February 2026
DOI: https://doi.org/10.66074/A5S4D3F2G
Abstract
This study examined the association between administrative support and professional compliance in reading instruction among public elementary school teachers in Davao Oriental. Grounded in social cognitive and organizational support theories, the research utilized a quantitative descriptive-correlational design involving full-time teachers with extensive experience in literacy instruction. Data collected through high-reliability Likert-scale instruments revealed that both administrative support and professional compliance were rated as very extensive by participants. Correlation analysis indicated a statistically significant positive relationship between the two variables, suggesting that stronger administrative backing is associated with higher levels of instructional compliance. Furthermore, regression analysis identified relational trust, mentorship, and public support as significant predictors of teacher compliance, with mentorship emerging as the most influential factor. These findings underscore that successful literacy implementation depends not only on teacher competence but also on leadership conditions that prioritize mentorship and supportive professional environments to sustain consistent instructional practices.
Keywords: administrative support, elementary teachers, professional compliance, reading instruction
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; [email protected]