This study explored the relationship between instructional leadership support and community-based reading projects in the San Vicente-San Lorenzo Ruiz District, aiming to develop an outcomes-based approach. It assessed administrative support systems like training, mentoring, quality assurance, and research and their impact on reading initiatives in elementary schools, focusing on program scope, beneficiaries, activities, and evaluation. Using a quantitative-descriptive design, the study surveyed 190 elementary teachers and 17 barangay councils in Camarines Norte, Philippines. Findings revealed partial implementation of leadership support systems and reading projects, with limited coverage in training, mentoring, and quality assurance (mean scores: 1.94-2.02) and incomplete execution of reading initiatives (mean scores: 1.91-1.94). Significant correlations were found between leadership support and project effectiveness, particularly in quality assurance and mentoring (r = .653 to .632). Challenges like limited parental involvement were identified (mean score: 3.31). The study proposed PROJECT WE CARE to address gaps in leadership support and improve reading project implementation through enhanced training, mentoring, and quality assurance. It calls for stronger leadership, community outreach, and resource mobilization to address challenges and recommends future research to evaluate the long-term outcomes of such initiatives.

Instructional Leadership

Community-Based Reading Projects

Outcomes-Based Approach

Literacy Enhancement

Educational Support Systems