CHALLENGES AND STRATEGIES OFGRADES 1-3 TEACHERS IN THEIMPLEMETATION OF LEARNING RECOVERY PROGRAM IN LITERACY IN DARAGA NORTH DISTRICT

Lifelong learning and development are fundamentally dependent on early childhood education and learning recovery programs are designed to help students catch up on learning losses that occurred due to school closures and other disruptions. Early childhood education, along with learning recovery programs, plays a pivotal role in shaping the future of individuals and societies alike. The early grades, particularly grades 1 through 3, are of the utmost importance, as they establish the foundation for literacy and other fundamental abilities (GulchehraKurbanmuratova ,2024). The study intended to assess the strategies used by Grades 1-3 teachers in the implementation of learning recovery program in literacy. It set to determine challenges in the implementation of the learning recovery program in literacy along teachers, learners, resources, parental support and language. The study employed descriptive research design with a survey questionnaire as the research instrument, targeting 79 Grades 1–3 teachers of Daraga North District, Albay Division and analyzed the data using Likert scale, weighted mean, and frequency. The consistent and frequent implementation of these strategies suggests a positive approach to literacy recovery, with teachers who understand the importance of adapting to individual needs, creating engaging contexts, and providing appropriate support for learners. The strong agreement among teachers regarding challenges related to themselves, language, and parental support highlights critical areas needing comprehensive intervention. To enhance literacy learning recovery programs, a multifaceted approach is required.