Stories of Struggle and Strength Among On-Field Alternative Learning System (ALS) Teachers: A Phenomenological Exploration

Abstract

This phenomenological study explores the lived experiences of on-field Alternative Learning System (ALS) teachers in delivering education to diverse groups of out-of-school youth and adult learners. Guided by Vygotsky’s Social Constructivist Theory and Bandura’s Social Cognitive Theory, the study examines the challenges teachers face in implementing flexible and non-traditional instruction. Data were collected through indepth, semi- structured interviews with six ALS teachers. Findings revealed three main themes: managing learners with different needs and inconsistent participation, dealing with limited and outdated teaching materials, and addressing gaps in students’ basic skills. Teachers also reported low confidence in teaching due to a lack of proper training, often relying on trial- and-error methods and self-directed learning to improve their practice. Despite these challenges, ALS teachers showed resilience by using flexible teaching strategies and building strong relationships with their students to support motivation and learning. The study highlights the need for better training programs focused on ALS, as well as continuous institutional support to improve teaching quality and student outcomes. The findings provide a clearer understanding of the realities faced by ALS teachers and serve as a basis for improving teacher preparation, resource allocation, and support systems. Overall, the study promotes more inclusive and responsive education for learners who are often left behind.