From Policy to Practice: Assessing the Extent of Implementation of the Madrasah Education Program in Public Schools as a Basis for a Proposed Intervention Program

Abstract

This study assessed the implementation of the Madrasah Education Program (MEP) in public schools in Region IV-A, focusing on policy compliance, institutional support, teacher development, and implementation challenges. A descriptive-correlational design was utilized to determine the extent of implementation, the degree of challenges encountered, and their relationship, as well as to identify best practices and propose an intervention program. Findings revealed a very high level of compliance with DepEd policies and strong institutional support for ALIVE teachers. However, teacher development remained foundational, with gaps in ICT integration, research engagement, and instructional innovation. Operationally, facilities, attendance, and finances were generally adequate, while instructional materials remained a key challenge. The results further showed a significant relationship between the extent of implementation and the challenges encountered. The study concludes that strengthening teacher competencies and instructional resources is essential for improved program effectiveness and sustainability. A validated intervention program is recommended to address gaps and enhance MEP implementation.