Lived Experiences of ALS Teachers in the Fourth District of Iloilo

Abstract

This study explored the lived experiences of Alternative Learning System (ALS) teachers in the Fourth District of Iloilo using a hermeneutic phenomenological approach. ALS teachers operate in complex and resource-limited non-formal education settings where they assume multiple roles beyond instruction, including community engagement, learner support, and coordination with stakeholders. Through in-depth, semi-structured interviews with purposively selected participants, the study generated rich narrative data that were analyzed using thematic interpretation. Findings revealed five essential themes of coping and resilience: (1) resilience rooted in a strong sense of calling and moral purpose, (2) learner-centered empathy as an emotional coping mechanism, (3) adaptive coping through experiential learning and acceptance of non-traditional teaching roles, (4) professional growth through reflective practice and innovation in constrained environments, and (5) hope-driven resilience anchored in belief in learners’ second chances and transformation. The results show that ALS teachers’ resilience is multidimensional, shaped by purpose, relational engagement, adaptation, continuous learning, and future-oriented hope. The study concludes that resilience in ALS is not only an individual trait, but a lived, evolving process embedded in the realities of non-formal education. These insights highlight the need for strengthened institutional support, professional development, and psychosocial interventions to sustain ALS teachers’ well-being and effectiveness.