Abstract
This study determined the dimensions of teachers’ approaches in strengthening reading fluency of the students. Ten participants were invited for in-depth-interview (IDI) and 7 participants for focus group discussion (FGD). Two hundred (200) teachers as respondents used for exploratory factor analysis in the Municipality of Matalam, Cotabato. This study employed an exploratory sequential design. The data gathering tool contained formulated interview guide that asks questions about their thoughts on teachers’ approaches in strengthening reading fluency dimensions. The results revealed upon factor analysis that a teachers’ approaches in strengthening reading fluency have four themes which include management of educational materials and instruction process, assessment of education process and students, facilitating inclusive learning-teaching experience and work efficacy. Teachers’ Approaches in Strengthening Reading Fluency Questionnaire with 52 items was developed. Reliability test revealed the results on teachers’ approaches in strengthening reading fluency the overall Cronbach’s Alpha value of .709 which interpreted as high. It means that the validity of the instrument was very high and suitable for using the instrument as a tool. Results from the Exploratory Factor Analysis (EFA) revealed that there are 52 items of set of questionnaires that are suitable for factor loading. This means that these items are appropriate and pass the face validity for measuring tools in the study.
Keywords: Reading Fluency, Public-School Teachers, Exploratory Sequential Design, Exploratory Factor Analysis, Municipality of Matalam