Strengthening Educational Governance and Administrative Systems to Improve Reading Proficiency: A Systematic Review of Theoretical Perspectives for Philippine Public Schools

The Philippine education system continues to struggle with low reading proficiency, despite numerous literacy initiatives. This systematic review examines how Educational Governance Theory explains the persistent gap between policy intentions and literacy outcomes in Philippine public schools, with particular reference to Valencia National High School. Anchoring the discussion on governance structures, accountability mechanisms, and leadership coordination, the review synthesizes local and international studies that reveal how strong governance directly influences literacy program effectiveness. Findings indicate that reading proficiency improves when policies are coherent, resources are strategically allocated, and administrative systems sustain implementation fidelity. Conversely, fragmented governance and weak accountability structures contribute to poor literacy outcomes. The article concludes that enhancing reading proficiency is fundamentally a governance issue—requiring coordinated leadership, evidence-based policymaking, and continuous monitoring at all levels of the education system.