Assessing Teachers’ Readiness and Administrative Support for Effective Implementation of the ARAL Law in Anilao District, Iloilo, Philippines

Abstract

This study assessed teachers’ readiness and administrative support for the implementation of the Academic Recovery and Accessible Learning (ARAL) Law in the District of Anilao, Iloilo, Philippines. A descriptive-correlational research design was employed, involving 191 public school teachers selected through purposive sampling. Data were gathered using a researcher-made questionnaire validated by experts and tested for reliability using Cronbach’s alpha. Descriptive statistics (mean and standard deviation) and Pearson Product-Moment Correlation were used for data analysis. Findings revealed that teachers demonstrated a very high level of readiness in implementing the ARAL Law, while administrative support was also rated very high. Results further showed a significant moderate positive relationship between teachers’ readiness and administrative support, indicating that higher administrative support is associated with greater teacher readiness. The study concludes that both strong teacher readiness and effective administrative support contribute to favorable conditions for the implementation of the ARAL Law in the district. Strengthening school leadership support may further enhance teacher preparedness in sustaining educational reform initiatives.