ALS SHS teachers living beyond the syllabus: Lived experiences of alternative learning system senior high school teachers

The implementation of the Alternative Learning System Senior High School (ALS SHS) in the Philippines provides non-traditional learners with access to education, yet little is known about the lived experiences of the teachers who make this possible. This qualitative phenomenological study explores the experiences of five ALS SHS teachers in the City Schools Division of Dasmariñas. The research seeks to understand how these teachers navigate instructional, structural, and emotional challenges as they adapt to the program’s unique demands.
Data were collected through in-depth, semi-structured interviews, supplemented by document analysis. Thematic analysis revealed five major themes: diversity and unique learner profiles; instructional challenges and pedagogical adjustments; emotional investment and teacher-learner bonds; transformative experiences; and personal and professional growth. Teachers described navigating complex teaching contexts with adult learners from diverse life circumstances while demonstrating high levels of empathy, adaptability, and dedication.
Findings highlight the need for contextualized teaching strategies, curriculum adjustments, and robust support systems for both learners and teachers. Despite resource and institutional limitations, ALS SHS teachers find fulfillment and growth in their roles. The study underscores the necessity for targeted training, curriculum refinement, and institutional support to ensure the sustainability and effectiveness of the ALS SHS program.
This research contributes to the growing body of literature on inclusive education and offers valuable insights for policymakers, school leaders, and educators aiming to enhance the ALS SHS implementation across the division and beyond.