Bernarda R. Villarojo

This study examined teacher self-efficacy, Social-Emotional Learning (SEL) integration, and their predictive relationships with teacher effectiveness in the Academic Recovery and Accessible Learning (ARAL) Program in the Tagbilaran City Division, Bohol, Philippines. Anchored in Social Cognitive Theory, the Prosocial Classroom Model, the CASEL SEL Framework, Self-Determination Theory, and Emotional Intelligence Theory, the study employed an explanatory sequential mixed-methods design. Quantitative respondents comprised 202 ARAL teachers and 23 school heads or designated supervisors from eight public junior high schools. The qualitative phase involved 15 teachers and five supervisory participants. Data were collected using a validated, researcher-developed questionnaire, open-ended questions, and interviews, and analyzed through descriptive statistics, multiple regression, Welch’s t-test, and thematic analysis. Findings revealed high teacher self-efficacy (M = 3.99), SEL integration, and teacher effectiveness. SEL integration significantly and positively predicted content knowledge and pedagogy (R² = .154), assessment and reporting (R² = .520), and learning environment (R² = .537), whereas teacher self-efficacy showed no statistically significant unique contribution after accounting for SEL integration. Teachers’ and supervisors’ assessments showed no significant differences. Challenges included learner disengagement, language barriers, diverse learning needs, inadequate instructional resources, insufficient training, and monitoring difficulties. Professional commitment, instructional adaptability, supportive relationships, and administrative assistance facilitated implementation. The study recommends sustained SEL-focused professional development, differentiated instruction, strengthened supervision, and systematic learner monitoring. It supports Sustainable Development Goals 4 (Quality Education), 3 (Good Health and Well-Being), and 8 (Decent Work and Economic Growth) through inclusive learning recovery, socio-emotional support, and teacher welfare. Its sustainability contribution lies in informing institutional capacity-building, equitable educational opportunities, and continuing professional support for effective ARAL implementation.

This study evaluated the effectiveness of the ARAL-Reading Tool in improving reading fluency and comprehension among Grade Six learners in the Third District of Bohol during School Year 2025–2026. Anchored on Automaticity Theory, Schema Theory, and Sociocultural Theory, the study employed a quasi-experimental pretest-posttest control-group design involving 15 purposively selected learners. Seven learners received the eight-week ARAL-Reading Plus intervention, while eight received regular reading instruction. Data were gathered using the Philippine Informal Reading Inventory (Phil-IRI) and the Division of Bohol District Reading Assessment Template. Descriptive statistics and paired-samples and independent-samples t-tests were employed. Before the intervention, both groups demonstrated Frustration-level performance in reading fluency and comprehension. Following the intervention, the experimental group achieved 98.48% in fluency and 85.71% in comprehension, while the control group obtained 96.21% and 57.14%, respectively. Both groups demonstrated significant pretest-posttest improvements. However, between-group comparisons revealed a significant difference in comprehension (p = .019), but not in fluency (p = .185). The findings indicate that the ARAL-Reading Tool supported reading development, particularly comprehension. Strengthening structured reading interventions, instructional resources, teacher support, parental involvement, and continuous assessment was recommended. The study aligns with Sustainable Development Goal 4 (Quality Education) by addressing foundational literacy gaps and promoting equitable learning opportunities. Its contribution to educational and institutional sustainability emphasizes evidence-based reading interventions, stakeholder collaboration, and continued support for improving elementary learners' literacy outcomes and strengthening school-based educational recovery initiatives. The findings also provide a basis for school heads and education officials to refine implementation, allocate resources, and monitor reading progress.