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

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.