ABSTRACT
This mixed-method study found that the overall level of teachers' readiness was classified as High Readiness. There was no significant difference in readiness when teachers were categorized by sex, age, and highest educational attainment, while length of service showed a significant difference. High readiness was observed in tutor identification, selection based on prescribed criteria, and deployment planning. Moderate readiness was noted in the completion of ARAL training modules, workload integration, and structured implementation, while low readiness was identified in the provision of incentives and sharing of teaching practices. The challenges encountered by teachers included time constraints, limited preparation and resources, student diversity and learning needs, workload and administrative tasks, and tutor-to-tutee ratio imbalance. Teachers managed these challenges through adaptive and flexible implementation, strategic time management and planning, differentiated instruction and instructional innovation, collaboration and stakeholder engagement, resourcefulness, passion, and implementation readiness.
Keywords: Teachers’ Readiness, ARAL Program, Challenges, Enhancement Program
INTRODUCTION
The Department of Education (DepEd) has continuously introduced programs that aim to address learning losses and academic gaps, especially heightened by the COVID-19 pandemic. One of these interventions is the Academic Recovery and Accessible Learning (ARAL) Program, which focuses on providing targeted learning support for learners who are at risk of not meeting the expected academic standards. The program intends to enhance foundational skills, improve learning outcomes, and foster equitable access to quality education.
The Department of Education (DepEd) reaffirms its dedication to enhancing the academic performance of students in basic education and addressing learning loss, in alignment with President Ferdinand R. Marcos Jr.'s Eight-Point Socio-economic Agenda, as outlined in the Philippine Development Plan (PDP) 2023-2028, and DepEd's 5-Point Reform Agenda. National and international large-scale assessments have highlighted low proficiency in reading and mathematics among Filipino students (DepEd, 2019, 2023; UNICEF & SEAMEO, 2019). In 2022, the World Bank reported that 91% of Filipino children are affected by learning poverty, meaning they cannot read and comprehend simple texts. Additionally, a significant number of learners are performing below grade level.
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, 2023). 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).
In District III, La Paz, Iloilo City Schools, the successful implementation of ARAL heavily depends on the readiness of teachers and the challenges they encounter in carrying out the program. Teachers’ preparedness—encompassing pedagogical knowledge, skills, attitudes, and resource availability — plays a critical role in translating program objectives into tangible learning gains. However, teachers often face constraints such as lack of resources, insufficient training, and heavy workloads, which may affect their capacity to fully implement ARAL.
Investigating the readiness of teachers and the challenges they encounter may provide valuable insights into how national policies translate into practice at the grassroots level. Findings from this study are expected to inform policymakers, school administrators, and education stakeholders on the support needed to strengthen the ARAL Program and ensure its successful implementation.
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