The Teaching Efficacy and Professional Competence of Alternative Learning System Teachers of Bislig City Division

Abstract

This study determined the teaching efficacy and professional competence of Alternative Learning System (ALS) teachers in the Division of Bislig City as basis for an enhanced action plan. Specifically, it examined the professional preparation of ALS teachers, their teaching performance across the domains of the Philippine Professional Standards for Teachers (PPST), their roles and responsibilities in instruction, community involvement, and research, the differences between the perceptions of ALS teachers and formal education teachers regarding teaching performance, and the relationship between professional preparation and teaching efficacy. The study employed a quantitative descriptive research design involving 19 ALS teachers through complete enumeration of usable respondents and 147 formal education teachers selected through simple random sampling. A researcher-made questionnaire, validated by experts and subjected to pilot testing, served as the primary data-gathering instrument. Data were analyzed using frequency counts, percentages, weighted mean, chi-square test, coefficient of contingency, and t-test. Findings revealed that ALS teachers had satisfactory professional preparation and rated themselves from Very Satisfactory to Outstanding across PPST-related domains, while formal education teachers generally rated ALS teachers at the Satisfactory level. The study further found a significant difference between the perceptions of ALS teachers and formal education teachers and a significant relationship between the professional preparation profile and the teaching efficacy of ALS teachers. Based on the findings, the study proposed a capacity-building and professional development action plan to strengthen ALS teachers’ competencies, instructional performance, community engagement, and research competence in the Bislig City Division.