Challenges and Triumphs in the Aral Program: A Phenomenological Inquiry Among Public School Teachers

Abstract

This study explored the lived experiences of public-school teachers implementing the Academic Recovery and Accessible Learning (ARAL) Program in the Division of Northern Samar using a phenomenological inquiry design. The ARAL Program, institutionalized under Republic Act No. 12028, was established as a national learning recovery intervention to address widespread learning loss and literacy gaps intensified by the COVID-19 pandemic. Despite strong policy intent and substantial government funding, its implementation at the school level reveals persistent structural and operational challenges, particularly in geographically isolated and disadvantaged contexts. Data were gathered through semi-structured interviews with ten ARAL teacher-participants and analyzed using Colaizzi’s seven-step phenomenological method. Findings revealed six major themes: (1) the ARAL Program as an intervention for learning loss, (2) teachers as frontliners in program implementation, (3) complex and contrasting lived experiences characterized by both fulfillment and systemic strain, (4) challenges in implementation including learner readiness mismatches, resource limitations, workload intensification, and participation barriers, (5) teacher resilience and coping mechanisms through learner-centered, gamified, and scaffolded instructional strategies, often supported by personal resources, and (6) triumphs and positive outcomes reflected in improved learner literacy and enhanced teacher professional growth. The findings indicate that while the ARAL Program contributes to addressing foundational learning gaps, its implementation is constrained by significant systemic gaps that place considerable burden on teachers, including workload pressure, insufficient instructional resources, and instances of burnout and personal financial sacrifice. Teachers nonetheless demonstrated strong adaptability and instructional innovation in sustaining learner engagement and progress. The study concludes that the effectiveness and sustainability of the ARAL Program depend on addressing structural implementation gaps rather than relying primarily on teacher resilience. It is therefore recommended that the Department of Education implement proficiency-based learner grouping, strengthen funding and resource allocation, institutionalize external tutor support, and establish mechanisms to reduce teacher workload and prevent burnout, ensuring a more sustainable and equitable learning recovery system.