Phenomenological Journey of ARAL Implementers in the
Schools Division of Angeles City, Department of Education.
* Corresponding Author
Research Article
Open Access Research Journal of Multidisciplinary Studies, 2026, 12(02), 001–007.
Article DOI: 10.53022/oarjms.2026.12.2.0040
Publication history:
Received on 28 August 2026; revised on 08 October 2026; accepted on 10 October 2026
Abstract:
This study explored the lived experiences of ARAL Reading Tutors in the Division of Angeles City as the basis for a proposed professional development program. The study addressed the persistent challenges in reading literacy in the Philippines and the critical role of reading tutors in implementing the Academic Recovery and Accessible Learning (ARAL) Program under Republic Act No. 12028. Specifically, it examined how ARAL Reading Tutors experienced their roles in terms of instructional challenges, institutional and professional support, motivations, and perceived gaps in program implementation. Moreover, the study employed a qualitative phenomenological research design to capture the essence of the participants lived experiences. Participants were selected through purposive sampling and included ARAL Reading Tutors deployed in public secondary schools within the Division of Angeles City who had rendered at least one year of service as ARAL Reading Tutors. Data were generated through semi-structured in-depth interviews and were guided by an interview protocol aligned with the research questions. The collected data were analyzed using Van Manen’s hermeneutic phenomenological method, which involved transcription, tracketing, holistic reading, meaning unit formulation, and thematic development. The findings of the study suggested that the essence of the phenomenon is revealed in the realization that frontline educators help to reconcile national literacy policies with the practical application thereof not from institutional arrangements, but rather by making sacrifices, adapting creatively, and engaging relationally. Also, the findings of this study would be used as the basis for a proposed professional development program aimed at enhancing instructional effectiveness, professional support, and tutor well-being.
Keywords:
ARAL Program, Reading Tutors, Phenomenological Study, Lived Experiences, Reading Intervention
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Copyright © 2026 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0