Alternative Learning System (ALS) Teachers’ Professional Development, Instructional Practices, and Productivity

A descriptive-correlational research design was utilized to investigate the Alternative Learning System (ALS) teachers’ professional development, instructional practices, and productivity in the Schools Division of Antique for the School Year 2024-2025. The respondents of this study were the 95 ALS teachers purposively selected as participants. Data were gathered using a researcher-modified questionnaire that was validated and pilot-tested. The findings showed that ALS teachers demonstrated their professional development to a very great extent and very high level of productivity. In terms of instructional practices, ALS teachers predominantly employed learner-centered approaches. The findings also revealed consistency that there were no significant differences in the extent of professional development, instructional practices, and level of productivity of ALS teachers across all classifications. The study concluded that ALS teachers exhibit very high professional standards and productivity. Thus, it is recommended that they should emphasize the need for inclusive and targeted professional development programs, improved systems, and further research into areas that may determine their teaching quality.