Teachers’ Competence in the Implementation of the Aral Program

Abstract

This study evaluated the level of implementation competence among elementary school teachers in the Academic Recovery and Accessible Learning (ARAL) Program across four core instructional parameters: Instructional Competence, Remediation and Intervention Skills, Assessment Competence, and Monitoring and Evaluation. Grounded in the global commitment to Sustainable Development Goal 4 (SDG 4: Quality Education), this research highlights the pivotal role of educator capability in driving equitable learning recovery, bridging foundational literacy gaps, and ensuring inclusive, lifelong learning opportunities for all students. Using a quantitative, descriptive-comparative research design, data were collected from 85 elementary teacher respondents. The findings demonstrated that elementary teachers had a high level of overall competence across all four implementation parameters, establishing a strong pedagogical foundation for delivering quality education under the ARAL Program framework. Comparative analysis using inferential statistics indicated no significant differences in teacher competence levels across any of the core parameters when respondents were grouped according to age, educational attainment, length of service, or family monthly income. It is concluded that elementary educators demonstrate consistent pedagogical mastery and high professional capability in implementing targeted learning recovery interventions, bolstered by an experienced, highly educated workforce. Education policymakers should address socio-economic welfare and career progression pathways for teachers in lower-income brackets to safeguard educator well-being. Future research should investigate the direct, long-term impact of teacher implementation competence on actual student learning outcomes and reading proficiency gains within the ARAL Program.