ABSTRACT
This study was conducted to determine the challenges and coping strategies of teachers in implementing the Academic Recovery and Accessible Learning (ARAL) Program in the Schools District of San Joaquin South during the School Year 2025–2026. Using a descriptive method with in-depth interviews, eight (8) participants reported several challenges, including lack of instructional materials, conflicting schedules, irregular learner attendance, learner behavioral issues, difficulties in learner comprehension, limited parental involvement, and gaps in teachers’ pedagogical training. Teachers addressed these challenges through various coping strategies such as resourcefulness, effective time management, motivating learners, implementing learner-centered assessments, encouraging parental involvement, utilizing teacher aides, and maintaining a strong sense of purpose. The findings highlight the importance of teacher resilience in sustaining effective instruction and learner engagement, and they provide valuable insights for designing targeted in-service training programs aimed at strengthening teaching practices and improving student learning outcomes.
Keywords: Teachers’ Challenges, Coping Strategies, Implementation of ARAL Program, In-Service Training
INTRODUCTION
Education remains a key driver of national development, yet the Philippines continues to face challenges in ensuring quality and equitable learning. The COVID-19 pandemic severely disrupted the education system, exacerbating existing learning gaps and leading to what many scholars call a “learning crisis.” International assessments confirm this reality. The 2022 Programme for International Student Assessment (PISA) reported that Filipino learners scored significantly below the Organization for Economic Co-operation and Development (OECD) average in mathematics, reading, and science, with only a small proportion reaching the minimum proficiency level (OECD, 2023). Likewise, the World Bank (2022) emphasized that the Philippines has one of the highest rates of “learning poverty”—with over 90% of 10-year-olds unable to read and understand a simple text. To address this, the Department of Education (DepEd) crafted comprehensive learning recovery frameworks. DepEd Order No. 013, s. 2023 established the National Learning Recovery Program (NLRP), while DepEd Order No. 014, s. 2023 launched the National Learning Camp (NLC) as a structured approach to remediation and enrichment (DepEd, 2023a; DepEd, 2023b). Similarly, DepEd Memorandum No. 001, s. 2024 introduced Catch Up Fridays to strengthen foundational skills in literacy and numeracy.
Most recently, DepEd institutionalized the Academic Recovery and Accessible Learning (ARAL) Program through DepEd Order No. 018, s. 2025 and reinforced its mandate under Republic Act No. 12028, the ARAL Program Act (DepEd, 2025a; DepEd, 2025b). These policies demonstrate the government’s strong commitment to recovering lost learning opportunities through structured, school-based, and data-driven interventions.
While these initiatives offer great promise, their success largely depends on teachers, who serve as the primary implementers of learning recovery programs. Research indicates that teacher readiness—encompassing pedagogical competence, access to instructional materials, and willingness to adapt to new strategies—is essential for successful program delivery (Bautista & Tan, 2024). However, implementation is often constrained by challenges such as large class sizes, insufficient training, heavy workloads, and limited resources (Castroverde & Acala, 2021). For instance, studies on the NLC revealed that while teachers observed improvements in learner engagement, they also struggled with time management and lack of program-aligned materials (RCTQ, 2023).
Given these realities, it is important to examine the challenges and coping strategies of the teachers in the implementation of the ARAL program. In District of San Joaquin South, the program is being introduced to support learners in bridging their academic gaps, particularly in literacy. Investigating the lived experiences of teachers may provide basis for program recommendation.
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