Author

Nieves C. Dagdag*
Northeastern College, Santiago City, Isabela, Philippines

Abstract

Reading proficiency in early education is essential for academic success and lifelong learning. However, despite the availability of effective literacy strategies, limited attention has been given to how teachers’ beliefs and attitudes influence their implementation in Grade 1 classrooms. This study assessed the role of teachers’ beliefs and attitudes in implementing literacy strategies among Grade 1 pupils in Legislative District 5, Isabela. A descriptive-comparative design was employed with 80 respondents, consisting of school heads and teachers. Data were gathered using questionnaires, interviews, and documentary analysis, and analyzed using frequency, percentage, weighted mean, and t-test. Findings revealed that literacy strategies were very often used and perceived as very effective. Teachers’ beliefs and attitudes significantly influenced instructional practices, while challenges such as class size and parental support persisted. No significant difference was found between the perceptions of school heads and teachers. The study emphasizes the importance of strengthening both teacher dispositions and support systems to improve literacy outcomes.

Keywords: Teachers’ beliefs, attitudes, literacy strategies, Grade 1 instruction, literacy outcomes.

*Corresponding author/ Email: nieves.dagdag@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS0502963

Recommended citation:
Dagdag, N. C. (2026). The role of teachers’ beliefs and attitudes in the implementation of effective literacy strategies in Grade 1 classrooms in Legislative District 5, Isabela. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1089-1096. http://doi.org/10.69651/PIJHSS0502963

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