Teachers’ Readiness and Challenges in Implementing the Academic Recovery and Accessible Learning Program: Mixed-Methods Evidence from Rural Elementary Schools in Barili District II

This study examined teachers’ self-reported readiness and the challenges they encountered in implementing the Academic Recovery and Accessible Learning (ARAL) Program in the elementary schools of Barili District II. A convergent mixed-methods design was used. The quantitative strand involved 83 of 104 officially designated ARAL teachers selected through proportionate stratified random sampling after the sample size was determined using Slovin’s formula at a 5% margin of error. The qualitative strand involved 21 remaining ARAL teachers selected through criterion purposive sampling and interviewed using a semi-structured guide. Quantitative data were analyzed using frequency, percentage, weighted mean, standard deviation, Spearman’s rho, and the Kruskal-Wallis H test, while interview responses were examined through thematic analysis. The two strands were analyzed separately and integrated through side-by-side comparison to identify convergence, divergence, and complementarity. Teachers reported very high readiness across all domains. Workload and time management (M = 3.63) and learner participation and motivation (M = 3.53) were the most evident challenges. Readiness was positively associated with reported challenges (ρ = .594, p < .001), while no significant profile-group differences were found. Qualitative findings highlighted attendance, workload, resources, parental support, differentiated instruction, and continuing support needs. The integrated findings informed an ARAL Program Implementation Enhancement Plan focused on workload support, learner engagement, resources, and capacity building.