Administrative Leadership Practices in the Development, Monitoring, And Sustainability of the Phil-IRI Program under the MATATAG Curriculum

Abstract

This study investigates the critical role of school administrators in the implementation of the Philippine Informal Reading Inventory (Phil-IRI) within the context of the newly introduced MATATAG Curriculum. Conducted in the Tagoloan East and West Districts of the Division of Misamis Oriental, the research employed a mixed-methods explanatory sequential design to evaluate administrative strategies across three domains: Development, Monitoring, and Sustainability. Data were collected from 51 Grade 4–6 teachers through the Standard Survey Questionnaire (SSQ) and open-ended qualitative inquiries.