Authors

Jame Boy B. Demegillo, M.A.*
Mindanao State University
General Santos City, Philippines
Email: jameboy.demegillo@msugensan.edu.ph

Lynch Jun H. Dondriano, MST
Mindanao State University
General Santos City, Philippines
Email: lynchjun.dondriano@msugensan.edu.ph

Eva T. Geltura, MST
Mindanao State University
General Santos City, Philippines
Email: evageltura@gmail.com

Arlene F. Ravelo, M.A.
Mindanao State University
General Santos City, Philippines
Email: arlene.ravelo001@deped.gov.ph

Jennalyn S. Sison, Ph.D.
Mindanao State University
General Santos City, Philippines
Email: jennalyn_sison@deped.gov.ph

Norman M. Norberte, Ph.D.
Mindanao State University
General Santos City, Philippines
Email: norbertestar1970@gmail.com

Abstract

The Philippine K-12 system is still having a lot of problems with kids not learning much as they should and some kids are not doing as well as others in school. This is because schools have been closed for a time and kids have not been able to learn like they normally would. To help with this problem the Department of Education started the Academic Recovery and Accessible Learning Program, which is also called the ARAL Program. The ARAL Program is designed to help kids who are having trouble in school by giving them help and support in the classroom. The teachers are very important, to making the ARAL Program work. They need to use teaching methods help kids with their feelings and be able to adjust their teaching to meet the needs of each kid. This will help the kids learn what they need to know to do in school. The Academic Recovery and Accessible Learning Program really needs teachers to do these things so that kids can have learning experiences. Teacher effectiveness is shaped by pedagogical knowledge, professional values, organizational support, and contextual realities, while professional development, collaboration, and technology integration enhance their capacity. Evidence shows that differentiated instruction, inclusive classrooms, and supportive teacher-student relationships promote successful academic recovery, whereas limited resources, time constraints, and burnout impede progress. This study underscores that teachers act as interpreters and adapters of remedial interventions, highlighting the critical role of their behaviors in optimizing learning recovery and ensuring equitable educational outcomes.

Keywords: ARAL Program, teacher effectiveness, learning recovery, differentiated instruction, inclusive education, pedagogical knowledge, Philippine K–12 Education

*Corresponding author

DOI: http://doi.org/10.69651/PIJHSS0404661

Recommended citation:

Demegillo, J. B. B., Dondriano, L. J. H., Geltura, E. T., Ravelo, A. F., Sison, J. S., & Norberte, N. M. (2025). Teacher behaviors and administrative support in the implementation of the ARAL Program across Sarangani and General Santos City. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 7237-7248. http://doi.org/10.69651/PIJHSS0404661

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