ELLN program as implemented in public elementary schools, moving from policy to classroom practice

This study investigated the challenges in implementing the Early Language, Literacy, and Numeracy (ELLN) Program in public elementary schools in the Division of Tandag City during School Year 2025–2026. Anchored on Instructional Leadership, Human Capital, and Performance Management theories, the research employed an explanatory sequential mixed-methods design integrating quantitative survey data and qualitative insights from focus group discussions. A total of 178 respondents comprising teachers, school heads, stakeholders, and the Division ELLN Coordinator participated in the study, while 15 purposively selected key informants provided in-depth qualitative perspectives.

Findings revealed that the ELLN Program was generally rated as “Fully Implemented” in terms of instructional strategies and learning materials, and “Well to Very Well Managed” across the functions of planning, organizing, directing, monitoring, and evaluation. However, significant implementation challenges were identified, particularly in resource allocation, availability of updated instructional materials, and teacher professional development. A notable training cascade gap emerged in Early Mathematics Skills, wherein all school heads were trained compared to only a small proportion of teachers. Moreover, monitoring practices were perceived as largely compliance-driven rather than instructional and supportive.

In response to these issues, the study proposed a Strategic Contextualized Management (SCM) Framework aimed at strengthening resource localization, enhancing teacher mentoring, and shifting supervision toward instructional coaching to improve program effectiveness and learner outcomes.