Preparedness of Public Elementary School Teachers in Implementing the Academic Recovery and Accessible Learning Program in District I-B, San Carlos City Division

Abstract

Learning gaps among primary grade learners remain a significant concern in public elementary schools, and the Academic Recovery and Accessible Learning (ARAL) Program was designed to support struggling learners and ensure continuity of learning. The preparedness of teachers in implementing the program is essential to its success.

This study assessed the level of preparedness of teachers in implementing the ARAL Program as perceived by teachers and school heads in public elementary schools for the school year 2025–2026. The study focused on four areas: pedagogical preparedness, availability and utilization of learning resources, classroom management and instructional strategies, and professional development and training. It also examined whether differences existed between the perceptions of teachers and school heads and identified the degree of seriousness of problems encountered in program implementation.

A descriptive-survey research design was employed, with teachers and school heads from eight public elementary schools selected through total enumeration. Data were collected using a validated structured questionnaire. Average Weighted Mean was used to determine levels of preparedness and seriousness of problems, while the independent samples t-test examined differences in perceptions.

Findings revealed that teachers’ preparedness was generally high, with classroom management and pedagogical preparedness rated highest, while professional development and learning resources were moderate. No significant differences were found between the perceptions of teachers and school heads. Problems encountered were moderately serious, highlighting the need for support, resources, and professional development to strengthen ARAL implementation.