World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VII (July 2026), pp.286-292
Reniel B. Legal
reniel.legal@deped.gov.ph
Felifranco R. Avenido Sr. Memorial Elementary School, DepEd Masbate Province
Abstract – Despite the implementation of various learning recovery initiatives, literacy assessment results in Masbate Province continue to reveal substantial numbers of learners experiencing difficulties in foundational reading skills, highlighting the need for sustained and effective interventions. This study examined the roles of school heads in the implementation and institutionalization of the Academic Recovery and Accessible Learning (ARAL) Program in Placer West District. Specifically, it determined the profile of school heads, assessed their roles in program implementation and institutionalization, identified implementation challenges, examined relationships among variables, and developed a framework to support program sustainability. The study employed a mixed-methods research design utilizing descriptive-correlational and qualitative approaches. Findings revealed that school heads demonstrated strong leadership practices and successfully institutionalized the program, despite encountering moderate challenges such as limited instructional time and unsustainable funding. Results showed that while profile variables did not significantly influence these roles, a very strong positive relationship existed between program implementation and institutionalization. Consequently, the SUSTAIN-ARAL Framework was developed to provide a systematic guide for enhancing leadership, collaboration, and resource sustainability to ensure the long-term effectiveness of learning recovery initiatives.
Keywords: ARAL Program, School Heads, Program Implementation, Program Institutionalization, Learning Recovery
https://zenodo.org/records/21626887
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