Exploring Teachers’ Preparedness and Attitudes Toward Multimedia-Based Reading Instruction

Abstract

This study determines the preparedness and attitudes of junior high school teachers in private schools in Cebu, Philippines, regarding the integration of multimedia-based reading instruction. With the advent of new media educational technologies, it is necessary to find out teachers’ establishment of multimedia use in their reading lessons. It utilizes a quantitative correlational research design, along with a survey instrument for the selected reading teachers. The results indicate that despite considerable readiness of teachers to adopt multimedia tools, along with high confidence in their use for increasing student engagement and improving understanding, the barriers they encounter are related to limited access, a lack of professional development, and technical problems. Moreover, the study found that teachers generally had a positive outlook toward the use of multimedia tools as an avenue for enhancing reading instruction and addressing diverse learners. However, infrastructure, technical assistance, and a lack of training were the obstacles. The study indicates a strong positive connection between teachers’ preparedness and their attitudes. Enhancing teacher training and resources can facilitate positive attitudes toward the integration of multimedia. The results underscore the need for ongoing professional development and institutional support to strengthen the integration of multimedia tools' potential for reading instruction among students, thus improving students' reading performance.