ABSTRACT
This study explored the experiences of teachers‑in‑charge in implementing the Academic Recovery and Accessible Learning (ARAL) Program as bases for an intervention plan using a phenomenological qualitative research design. Five (5) teachers‑in‑charge from selected public schools in the District of Barotac Viejo, Schools Division of Iloilo, participated in the study. Data were gathered through in‑depth interviews. Findings revealed improvements in learners’ literacy skills and engagement, strengthened collaboration with teachers and stakeholders, and expanded instructional and leadership responsibilities. However, teachers‑in‑charge encountered challenges related to workload, time constraints, and instructional and learner support conditions. To cope, they employed instructional flexibility, collaboration, and stakeholder engagement. An intervention plan was developed based on these findings.
Keywords: Teachers‑in‑charge, ARAL Program, experiences, challenges, coping strategies, intervention plan
INTRODUCTION
In recent years, strengthening foundational literacy has become a pressing concern in Philippine basic education. Even before the COVID‑19 pandemic, regional and international assessments revealed persistent challenges in learners’ reading proficiency, a concern shared across many developing education systems in Asia (UNESCO Bangkok, 2022; World Bank, 2023). When schools shifted to remote learning, these challenges intensified, resulting in wider literacy gaps. Upon the return to face‑to‑face classes, many learners continued to struggle with basic reading comprehension and fluency.
In response to these learning gaps, the Philippine government enacted RA. No. 12028, known as the Academic Recovery and Accessible Learning (ARAL) Program Act, mandates the Department of Education to implement a nationwide learning recovery initiative. The subsequent issuance of the Implementing Rules and Regulations (IRR) and DepEd Order No. 018, s. 2025 provided the framework for program implementation. The ARAL Program offers structured and free academic support to learners performing below proficiency in Reading, Mathematics, and Science, with reading identified as the most urgent priority (DepEd, 2024; DepEd, 2025).
The program is anchored on diagnostic assessments, tiered interventions, and structured tutorial sessions. While policy guidelines clearly outline ARAL implementation, its effectiveness largely depends on teachers‑in‑charge, who oversee learner identification, instructional planning, coordination of tutorials, progress monitoring, and the balancing of ARAL responsibilities with regular teaching duties.
Studies on remediation and literacy interventions indicate that targeted reading support can improve learners’ skills; however, teacher often face challenges such as limited time, insufficient instructional materials, diverse learner needs, and inconsistent parental support (Jumao‑as et al., 2025; Rosano et al., 2025). Given that ARAL allows schools to contextualize implementation, examining the experiences of teachers‑in‑charge becomes essential.
Documenting their lived experiences provides a grounded basis for developing an intervention plan that supports effective and sustainable ARAL implementation.
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