Teaching Beyond Specialization: Lived Experiences of Non-Language Teachers as Tutors in the ARAL Program

Abstract

The lived experiences of non-language teachers who served as tutors in the Academic Recovery and Accessible Learning (ARAL) Program at several Philippine public secondary schools during the academic year 2025–2026 were explored in this qualitative phenomenological study. The study aimed to comprehend how these teachers embraced, contended with, and carried out their ARAL tasks, drawing on policy instructions that mobilize teachers beyond their areas of expertise to combat continuing reading gaps. In particular, it posed the following questions: (1) Why did non-language instructors agree to serve as ARAL tutors? (2) What difficulties or obstacles did they face? (3) How did they handle these difficulties? And (4) What advice and insights might they give other non-language ARAL tutors? Data were collected using concurrent written open-ended questions and a semi-structured interview guide created by the researcher.
Four main themes surfaced: a transformative ethic of care and advocacy, proactive pedagogical and contextual adaptation, multidimensional strain in teaching beyond specialization, and an altruistic–compliant commitment to ARAL. Despite struggling with basic literacy skills, a heavy workload, and a lack of resources, teachers accepted ARAL because of moral obligation and professional expectations. Despite these challenges, they adapted imaginatively, worked with colleagues, and viewed their work as part of fixing a societal reading problem. These results highlight the necessity of providing non-language ARAL tutors with context-sensitive literacy instruction, protected time, suitable locations and resources, and organized teamwork. Additionally, these results offer recommendations for future qualitative research on out-of-field instruction, teacher well-being, and the long-term effects of ARAL on students' and teachers' professional identities.