School Leadership Practices and Perceived Effectiveness of English Academic Recovery and Accessible Learning (ARAL) Program: A Cluster-Wide Analysis in South Cluster of Schools
DOI:
https://doi.org/10.5281/zenodo.21725489Keywords:
school leadership, English ARAL Program, literacy intervention, instructional leadership, learning-centered leadership, program effectivenessAbstract
This study examined the relationship between school leadership practices and the perceived effectiveness of the English Academic Recovery and Accessible Learning (ARAL) Program in the South Cluster of Schools, Schools Division of Santiago City. A descriptive-correlational research design was employed among 92 elementary teachers and ARAL program implementers selected through proportionate random sampling from nine public elementary and integrated schools. Data were gathered using a structured questionnaire covering instructional, transformational, distributed/shared, and learning-centered leadership and four program-effectiveness dimensions. Mean and Pearson product-moment correlation were used for data analysis. School leadership practices were strongly implemented (grand mean = 3.87), with learning-centered leadership receiving the highest summary rating. The English ARAL Program was perceived as very effective (grand mean = 3.80), with reading interventions ranked highest and community/parent involvement ranked lowest. A moderate positive and statistically significant relationship was found between school leadership practices and perceived program effectiveness (r = 0.409, p < .001). The findings indicate that stronger leadership practices are associated with more effective literacy-recovery implementation, while also showing the need to strengthen stakeholder engagement, resource support, and sustained monitoring.
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