Second Chances, Shared Struggles: BEED Graduates Navigating Secondary Teaching in ALS

Abstract

This study explored the lived experiences of Bachelor of Elementary Education (BEED) graduates handling secondary subjects in the Alternative Learning System (ALS) in Valencia City, Bukidnon. Using a phenomenological research design, the study aimed to understand the motivations, challenges, coping mechanisms, and recommendations of these educators as they navigate teaching beyond their field of specialization. Data were gathered through semi-structured interviews with nine purposively selected ALS teachers and analyzed using thematic analysis. The findings revealed four major themes. First, altruistic commitment amidst systemic gaps highlights teachers’ strong sense of purpose to serve marginalized learners despite limited specialization. Second, the complexity of pedagogical displacement reflects the challenges of content mastery gaps, multi-level instruction, and experiences of impostor syndrome. Third, strategic resilience through self-directed development demonstrates how teachers utilize digital resources, contextualization, and adaptive strategies to address instructional difficulties. Lastly, advocacy for curricular reform and collaborative mentorship emphasizes the need for ALS-specific curriculum design, institutional support, and professional collaboration. The study underscores a significant mismatch between teacher preparation and the demands of ALS secondary instruction, pointing to the need for systemic interventions rather than reliance on individual teacher adaptability alone. It concludes that strengthening professional support systems, integrating foundational skills into secondary modules, and fostering collaborative networks are essential to improving instructional quality and sustaining ALS effectiveness. The findings offer valuable insights for educators, school administrators, curriculum developers, and policymakers in promoting inclusive and equitable education.