Teachers' Experiences and Challenges in The Implementation of Academic Recovery and Accessible Learning (ARAL): Basis for Teacher Support Program

This study investigated the experiences and challenges of teachers implementing the Academic Recovery and Accessible Learning (ARAL) Program in elementary schools in Northern Conner, Apayao. Employing a quantitative-descriptive research design, the study involved 33 teacher-respondents from ten elementary schools who were directly engaged in program implementation. Data were gathered through a structured interview guide and analyzed using descriptive statistics and thematic analysis. Findings reveal that most respondents are in their 30s, holding Teacher III and Master Teacher I positions, with 6 to 15 years of teaching experience. The majority received school-based training, while volunteer teachers reported receiving none. Thematically, teachers described their experiences as deeply fulfilling, characterized by holistic facilitation, differentiated instruction, and the use of varied learning activities. Learners consistently responded with enthusiasm and demonstrated measurable progress in reading comprehension, confidence, and participation, leading tutors to rate the program's effectiveness at the highest level. However, significant challenges were identified, including sustaining learner attention, managing mixed-ability groups, and a systemic gap in beginning reading training among tutors. While resources and learner motivation were not major concerns, the absence of specialized literacy preparation limits program scalability and instructional quality. Based on these findings, a comprehensive teacher support program is recommended, encompassing foundational literacy training, attention-sustaining strategies, differentiated instruction protocols, coaching, mentorship pairing, peer learning communities, formal recognition mechanisms, and competency-based recruitment standards. These components collectively address implementation gaps and strengthen the program's capacity to achieve equitable and sustainable literacy outcomes.