Exploring Inclusive Educational Leadership Practices: An Input to The Alternative Learning System (ALS) Graduates Transition Program

This study explored inclusive educational leadership practices and their impact on the senior high school transition of Alternative Learning System (ALS) graduates in Calanasan, Apayao Province, Philippines. Using a descriptive-quantitative research design, the study involved 40 ALS graduates, school administrators, and teachers as respondents. Data was gathered through an adapted survey questionnaire covering demographic profiles, inclusive leadership practices, transition challenges, available support mechanisms, and transition outcomes in terms of readiness, confidence, and success. Findings revealed that most ALS graduates were young adults aged 21–30, predominantly female, single, and belonging to households earning below ₱10,000 monthly. Academic challenges registered the highest mean (4.30), followed by emotional (4.05) and social challenges (3.43). Age and civil status significantly influenced the level of challenges encountered, while sex, educational attainment, and income level showed no significant differences. Inclusive leadership practices were generally present, with equity and fairness rated highest (4.25), though communication and engagement remained an area for improvement. Support mechanisms such as orientation programs and individualized teacher assistance were well-established, while peer mentoring and family engagement were underutilized. Inclusive leadership practices positively impacted readiness, confidence, and success, with an overall mean of 3.25. The study concludes that a multi-dimensional transition program integrating scholarships, transportation, ICT access, bridging programs, teacher training, and socio-emotional support is essential to fully empower ALS graduates in their senior high school journey.