Author

Patricia Louise O. Escolar*
Cebu Technological University – Main Campus, Cebu City, Philippines

Abstract

This study determined the elementary teacher’s knowledge about dyslexia, preparedness to apply the Science of Reading, and self-efficacy in teaching reading to learners with diverse needs in a private school for the school year 2025–2026. A quantitative descriptive-correlational research design was employed, using standardized survey questionnaires to collect data on teachers’ knowledge, preparedness, and self-efficacy. Purposive sampling was applied, involving 33 teachers who were directly engaged in reading instruction. Data were analyzed through frequency, percentage, weighted mean, standard deviation, ranking, and Pearson correlation. Findings showed that most teachers were female, aged 24–30, held bachelor’s degrees with some master’s units, and had one to ten years of teaching experience. They mainly taught Grades 1–3 and had attended inclusive education seminars, though literacy-related reading exposure was limited. Teachers displayed high knowledge of dyslexia and readiness to apply evidence-based reading strategies, with strong confidence in teaching reading, while some reported lower efficacy with struggling readers. A weak but significant positive relationship existed between knowledge and preparedness, whereas no significant correlation was found between knowledge and self-efficacy. The study concluded that teacher knowledge, preparedness, and self-efficacy are critical for supporting learners with diverse needs. It recommended continuous professional development and a targeted intervention plan to strengthen teachers’ skills, confidence, and inclusive reading practices.

Keywords: Special education, dyslexia, teacher knowledge, teacher self-efficacy, science of reading, inclusive education, teachers’ preparedness, reading instruction, descriptive-correlational, Cebu City.

*Corresponding author / Email: escolar.patricialouise@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05031271

Recommended citation:
Escolar, P. L. O. (2026). Addressing knowledge on dyslexia, teachers’ efficacy and readiness to apply the science of reading among elementary teachers in a private school. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 318-353. http://doi.org/10.69651/PIJHSS05031271

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