Abstract
This study delves into the complexities of Alternative Learning Systems (ALS) education, focusing on teachers' experiences, challenges, and strategies in implementing ALS interventions. Through qualitative analysis, four key themes emerged from each of the three areas explored: the essence of teacher intervention, challenges faced in implementation, and overcoming these challenges with effective strategies. Firstly, teachers' interventions in ALS are characterized by Long-Term Commitment, Adaptation and Responsiveness, Personalization in Education, and Engagement and Motivation. These attributes highlight the dedication and flexibility required of educators in ALS environments, emphasizing the need for a tailored approach to meet diverse learner needs. Secondly, the study identifies four major challenges faced by ALS teachers: Resource Constraints, Economic and Accessibility Challenges, Contemporary Challenges, and the necessity of Enhancing Employability. These challenges underscore the resource limitations and the dynamic nature of the educational landscape that educators must navigate. Lastly, the study reveals strategies for overcoming these challenges: Engagement and Collaboration, Integrative Learning, Network Engagement, and Quantitative Assessment. These strategies suggest a collaborative, multifaceted approach to ALS education, involving continual assessment and integration of various learning modalities. Conclusions highlight the resilience and adaptability of ALS educators amidst various challenges. Recommendations include increased resource allocation, policy reforms for greater accessibility and economic support, continuous professional development for educators, and a curriculum that aligns with current employability demands.
Keywords: Alternative Learning Systems, Teacher Interventions, Educational, Challenges, Strategy Implementation, Inclusive Education, Qualitative Approach, Kidapawan City