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

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.

ARAL Program; non-language teachers; remedial reading; teaching beyond specialization; phenomenological study

1. Ajasa, K. (2025). Understanding the out-of-field teaching experiences: A review of selected national contexts. Interdisciplinary Journal of Education Research, 7(2), a04. https://doi.org/10.38140/ijer-2025.vol7.2.04 [Google Scholar] [Crossref]

2. Anselmo, C. T., & Anselmo, M. C. C. (2024). Algopsychalia of out-of-field teachers: A qualitative inquiry. American Journal of Education and Technology, 3(3), 1–8. https://doi.org/10.54536/ajet.v3i3.2285 [Google Scholar] [Crossref]

3. Batistisa, I. A. D., & Siat, G. O. (2025). Experiences of teachers in the implementation of the ARAL Program. International Journal of Research Publication and Reviews, 6(11), 9527–9531. https://ijrpr.com/uploads/V6ISSUE11/IJRPR56310.pdf [Google Scholar] [Crossref]

4. De los Santos, H. B., Montecillo, F. T., & Escarlos, G. S. (2025). Learning recovery through distributed leadership: A review of the implementation of DepEd’s ARAL Program. International Journal of Research and Innovation in Social Science, 9(11), 929–934. https://doi.org/10.47772/IJRISS.2025.91100076 [Google Scholar] [Crossref]

5. Department of Education. (2025). DO 018, s. 2025: Implementing guidelines of the Academic Recovery and Accessible Learning (ARAL) Program. https://www.deped.gov.ph/2025/06/13/june-13-2025-do-018-s-2025-implementing-guidelines-of-the-academic-recovery-and-accessible-learning-program/ [Google Scholar] [Crossref]

6. Department of Education. (2019, December 3). Statement on the Philippines’ ranking in the 2018 PISA results. https://www.deped.gov.ph/2019/12/04/statement-on-the-philippines-ranking-in-the-2018-pisa-results/ [Google Scholar] [Crossref]

7. Department of Education. (2025). DM 064, s. 2025: The Academic Recovery and Accessible Learning Program in Reading (ARAL–Reading). https://www.deped.gov.ph/wp-content/uploads/DM_s2025_064r.pdf [Google Scholar] [Crossref]

8. Department of Education. (2026). DO 010, s. 2026: Implementing guidelines on the ARAL Summer Reading Program. https://www.deped.gov.ph/wp-content/uploads/DO_s2026_010r.pdf [Google Scholar] [Crossref]

9. Department of Education & Senate of the Philippines. (2025). Implementing rules and regulations of Republic Act No. 12028 (ARAL Act). https://www.deped.gov.ph/wp-content/uploads/IRR_R.A.-12028_ARAL-ACT.pdf [Google Scholar] [Crossref]

10. du Plessis, A. E., Gillies, R. M., & Carroll, A. (2014). Out-of-field teaching and professional development: A transnational investigation across Australia and South Africa. Teaching and Teacher Education, 40, 28–38. https://doi.org/10.1016/j.tate.2014.02.001 [Google Scholar] [Crossref]

11. Escarlos, G. S. (2025). The relationship between distributed leadership and school outcomes. Journal of Educational Research and Practice, 9(5), 3049–3062. https://ideas.repec.org/a/bcp/journl/v9y2025issue-5p3049-3062.html [Google Scholar] [Crossref]

12. Hobbs, L., & Porsch, R. (Eds.). (2022). Out-of-field teaching across teaching disciplines and contexts. Springer. https://doi.org/10.1007/978-981-16-8885-5 [Google Scholar] [Crossref]

13. Inquirer.net. (2026, January 8). DepEd’s ARAL Program delivers early proof of learning reform in action. https://newsinfo.inquirer.net/2164411/depeds-aral-program-delivers-early-proof-of-learning-reform-in-action [Google Scholar] [Crossref]

14. Issues and challenges in teaching remedial reading among public school teachers in selected districts of Misamis Oriental. (2025). International Journal of Multidisciplinary Research and Analysis, 8(11), 1235–1249. https://ijmra.in/v8i11/73.php [Google Scholar] [Crossref]

15. Juguilon, G. M. (2024). Narratives of reading remediation teachers for the learning recovery of schools of DepEd, Schools Division of Sipalay City. Philippine Social Science Journal, 7(4), 1–14. https://ejournals.ph/article.php?id=22650 [Google Scholar] [Crossref]

16. Liongson, A. G. (2023). Out-of-field teaching: Lived experiences of high school teachers and students in Morong, Rizal. Journal of Interdisciplinary Studies in Education, 12(2), 45–60. https://www.academia.edu/104815174/Out_of_field_Teaching_Lived_Experiences_of_High_School_Teachers_and_Students_in_Morong_Rizal [Google Scholar] [Crossref]

17. Out-of-field teaching in the Philippines: Experiences of non-Filipino major teachers. (2026, April 6). Unpublished manuscript. Scribd. https://www.scribd.com/document/558045435/Out-of-Field-Teaching-Experiences-of-Non-Filipino-Majors [Google Scholar] [Crossref]

18. Republic Act No. 12028. (2024). An Act Institutionalizing the Academic Recovery and Accessible Learning (ARAL) Program. https://elibrary.judiciary.gov.ph/thebookshelf/showdocs/2/97912 [Google Scholar] [Crossref]

19. Rillo, (2025). Lived experiences of teachers implementing reading programs in secondary schools of Pudtol District. Asian Journal of Education and Social Studies, 51(1), 376–391. https://doi.org/10.9734/ajess/2025/v51i11756 [Google Scholar] [Crossref]

20. Rosano et al. (2025). Teaching remedial reading: Content area teachers’ difficulties and needs. International Journal of Learning, Teaching and Educational Research, 24(2), 113–134. https://www.ijlter.net/index.php/ijlter/article/view/2205 [Google Scholar] [Crossref]

21. Siwagan, A. R., & Ubayubay, R. M. (2025). Issues and challenges in teaching remedial reading among teachers in select districts of Misamis Oriental. International Journal of Multidisciplinary Research and Analysis, 8(11), 950–962. https://www.ijmra.ijpbms.com/v8i11/Doc/73.pdf [Google Scholar] [Crossref]

22. Soriano, M. A. (2024). Challenges, difficulties, and effective enactment of the remedial reading program in San Luis National High School (2019–2022). Philippine E-Journals. https://ejournals.ph/article.php?id=20461 [Google Scholar] [Crossref]

23. Toropova, A., Myrberg, E., & Johansson, S. (2020). Teacher job satisfaction: The importance of working conditions and workload. Frontiers in Education, 5, 90. https://doi.org/10.3389/feduc.2020.00090 [Google Scholar] [Crossref]

24. Zhang, Y., & Wang, P. (2022). Twenty years’ development of teacher identity research: A bibliometric analysis. Frontiers in Psychology, 12, 783913. https://doi.org/10.3389/fpsyg.2021.783913 [Google Scholar] [Crossref]

• Evaluating the Impacts of Mind Mapping Strategy on Developing EFL Students’ Critical Reading Skills
• Significance of Reading Instructions for Language Improvement in Children with Down Syndrome
• Prenasalised Consonants in Liangmai
• Metadiscourse Matters: Definitions, Models, and Advantages for ESL/ EFL Writing
• Blank Minds and Stuck Voices: Understanding and Addressing Cognitive Anxiety in High-Stakes ESL Speaking Tests