Promoting Literacy Development in Early Elementary Years: The Case of Maimbung District

NURHIMA IBNO

doi:10.62596/dsnmr651

Authors

NURHIMA A. IBNO Sulu State College Graduate Studies, Jolo, Sulu Author

DOI:

https://doi.org/10.62596/dsnmr651

Keywords:

Promoting, Literacy, Development, Elementary Years

Abstract

This study explored the level of support for literacy development in the early elementary grades within the Maimbung District of Sulu during the School Year 2024–2025. To structure the data collection process effectively, the research adopted a descriptive-exploratory design, utilizing quantitative methods to assess the extent of literacy promotion. The study was conducted across ten public elementary schools in the district, specifically: Batu Ugis Elementary School, Bualo Elementary School, Ipil Elementary School, Lagasan Elementary School, Langtad Elementary School, Lidung Elementary School, Maimbung Higad Elementary School, Matatal Elementary School, Sultan Mohammad Jamalul Kiram Central School, and Usman Elementary School. A total of 100 elementary school teachers served as participants, selected through purposive sampling, with ten respondents from each school. The study aimed to measure the initiatives in place to advance literacy during the foundational years of education. The findings indicate a strong dedication among teachers to fostering literacy, particularly through the use of educational materials, ongoing professional development, active parental participation, and engagement with the local community. While demographic variables showed minimal influence on these efforts, educational attainment emerged as a factor with a statistically significant impact. Furthermore, the results demonstrated a strong positive correlation among the key factors that support literacy promotion, highlighting the value of collaborative strategies. These outcomes align with sociocultural and ecological learning theories, emphasizing the role of interconnected systems in shaping educational experiences.

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