NAVIGATING SUPPORT SYSTEMS; ALS TEACHERS’ LIVED EXPERIENCES IN SCHOOL-BASED ACCREDITATION AND EQUIVALENCY PROGRAM

EDUCATION

The primary objective of this qualitative-phenomenological study was to explore the lived experiences of Alternative Learning System (ALS) teachers in implementing the School-Based Accreditation and Equivalency (A&E) Program in the Division of Tagum City. Specifically, it examined the support mechanisms available to ALS teachers, the challenges they encountered, the strategies they employed to address these challenges, and the opportunities that emerged from their experiences. Ten ALS teachers were selected through purposive sampling and participated in in-depth interviews. Data were analyzed using thematic analysis, which generated four major themes: lived experiences, challenges encountered, support mechanisms, and opportunities gained. The findings revealed that ALS teachers relied on administrative support, stakeholder collaboration, and instructional resources despite challenges such as inadequate facilities, limited learning materials, insufficient funding, and heavy workloads. The study concludes that strengthening institutional support, resource allocation, professional development, and stakeholder partnerships is essential for improving the implementation of the School-Based A&E Program and ensuring quality alternative education for learners.

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