Challenges and Support Needs of Teachers in Implementing the Alternative Learning System (ALS) Program: Basis for a Teacher Education Institution Extension Program
DOI:
https://doi.org/10.67167/vertex.583Keywords:
Alternative Learning System (ALS), ALS teachers, challenges, support needs, non-formal education, teacher education institution extension programAbstract
This study explored the demographic and professional profile, challenges, and support needs of teachers implementing the Alternative Learning System (ALS) Program in the Schools Division of Puerto Princesa City, serving as the basis for a proposed teacher education institution extension program. Specifically, it examined teachers’ sex, educational attainment, specialization, teaching position, years of service, and strand specialization alignment, alongside the challenges encountered and support needs. A quantitative descriptive-survey design was employed, involving all 17 permanent teachers selected through total population sampling. Data were gathered using a validated researcher-made questionnaire and analyzed through frequency, percentages, and weighted means. Results indicated that most teachers were female, held entry-level positions, and had diverse academic specializations, particularly in General Science and Social Science. However, many were assigned to strands outside their specialization. The overall level of challenges was rated as moderately challenging (μ=2.76), with teaching learning strands beyond specialization and low learner attendance or engagement as the most challenging. Conversely, the overall level of support needs was rated as highly needed (μ=3.45), especially in instructional and academic support systems. In response, the study proposed Project ALSsa Bayan: Empowering ALS Implementation in Puerto Princesa City through Collaborative Partnerships, an extension program designed to strengthen ALS implementation through sustained instructional support, capacity-building, resource development, and institutional collaboration. The findings underscore the importance of robust professional support systems and multi-sectoral partnerships in enhancing teacher competencies, learner engagement, and the overall effectiveness of implementing ALS program in Puerto Princesa City.
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