The increasing need for flexible and engaging literacy instruction has accelerated the adoption of digital pedagogies in elementary classrooms, particularly in geographically dispersed and resource-constrained settings. In the Bagamanoc North and South Districts, teachers have increasingly employed video-based instruction (VBI) to address learner diversity and enhance reading outcomes; nevertheless, notable variations in classroom practices and persistent contextual challenges remain evident. This study examined teachers’ perceived benefits, instructional practices, and implementation challenges associated with VBI in teaching reading and investigated the associative relationships among these variables to inform a context-responsive action plan. Employing a descriptive–correlational research design, data were gathered from 82 elementary teachers using a validated, researcher-developed questionnaire with high internal consistency (Cronbach’s α = 0.972). Descriptive statistics, including weighted means and standard deviations, were utilized to summarize teachers’ perceptions, practices, and challenges, while Pearson’s correlation coefficient was applied to determine the strength and direction of relationships among variables. Findings revealed that teachers strongly perceived VBI as beneficial (overall WM = 3.42), particularly in improving reading comprehension and enhancing learner engagement, and consistently demonstrated effective instructional practices related to video selection, alignment with reading objectives, and differentiated learning (overall WM = 3.45). Implementation challenges were moderately experienced (overall WM = 3.03), with insufficient training, time constraints, and technological reliability identified as primary concerns. Correlation analyses further indicated a significant moderate positive relationship between perceived benefits and instructional practices (r = 0.532, p < .05) and a significant positive association between perceived benefits and encountered challenges (r = 0.324, p < .05), highlighting the complex interplay between teacher beliefs, pedagogical behaviors, and contextual limitations. Overall, the findings underscore the critical need to strengthen professional development initiatives, infrastructure, and instructional support mechanisms to ensure the sustainable and effective integration of VBI in elementary reading instruction, particularly within rural school contexts.

Keywords: instructional innovation, teacher cognition, digital pedagogy, elementary literacy, rural education, technology integration challenges