Teachers’ Knowledge, Attitudes and Practices in the Implementation of Aral Program in Barili District 1

This descriptive-correlational study examined the knowledge, attitudes, and practices (KAP) of 85 teacher-respondents toward the implementation of the Academic Recovery and Accessible Learning (ARAL) Program in Barili District 1, Division of Cebu Province, during School Year 2025–2026. A researcher-adapted questionnaire with a five-point Likert scale was used to assess KAP levels, identify implementation challenges, and examine relationships between selected profile variables and KAP, as well as among the KAP constructs. Data were analyzed using frequency, percentage, weighted mean, standard deviation, and Pearson Product-Moment Correlation. Findings revealed that respondents were predominantly mid-career, graduate-educated, and trained in ARAL. Teachers demonstrated excellent knowledge (M = 4.51), highly positive attitudes (M = 4.48), and consistently high practices (M = 4.56), indicating strong readiness and engagement in program implementation. Challenges were rated as moderate (M = 2.96), with workload (M = 3.54) and limited parental involvement (M = 3.32) identified as key concerns. Correlation analysis showed that ARAL training attendance was the only profile variable significantly related to knowledge (r = 0.269, p = .014), while no profile variables significantly influenced attitudes or practices. Significant positive relationships were found among the KAP constructs: knowledge and attitudes (r = 0.771), knowledge and practices (r = 0.650), and attitudes and practices (r = 0.664), all at p < .001. The findings indicate statistically significant associations among the KAP constructs and highlight professional development as a critical factor in enhancing program implementation. A program enhancement plan focusing on sustained training, strengthened parental engagement, and resource support is recommended.