Proficiencies of Alternative Learning System Mobile Teachers in

Schools Division of Gingoog

A Thesis Proposal

Master of Arts in Education

Major in Educational Management

Southern de Oro Philippines College

Cagayan de Oro City

Mark R. Alvez

March 2022
 Chapter 1

“Proficiencies of Alternative Learning System Mobile Teachers in Schools Division of

Gingoog”

Teachers have long been regarded as components of the educational process that have the

potential to transmit and effect change. According to Porter (2016), teachers must inspire, be

knowledgeable, and have positive qualities. In most cases, the performance of the students they

instruct is also influenced by the effectiveness of teachers.

Other than formal education, the Philippine Constitution of 1987 recognizes and promotes

alternative forms of education. According to the first paragraph of Section 2 of Article XIV, the state

is obligated to establish, maintain, and support a comprehensive, adequate, and integrated

educational system that meets society's and the people's needs. Non-formal, informal, and

indigenous learning systems, as well as self-study, independent, and out-of-school study

programs, particularly those that cater to community requirements, are eloquently urged in

paragraph 4 (Presidential Communication Operations Office, 2020).

In this regard, the Alternative Learning System (ALS) provides out-of-school children, youth,

and adults with basic education through the "Governance Act for Basic Education," also known as

Republic Act 9155. By providing all Filipino children with free and compulsory elementary

education and a free high school education, this act seeks to safeguard and promote all citizens'

right to high-quality basic education and make it available to all. The introduction of ALS as a

viable alternative to existing formal education gives hope to out-of-school youth and adult learners

that they can continue learning in a manner, time, and location that is appropriate for their

preferences and circumstances and achieve their goals of improving their quality of life and

becoming productive members of society. However, the implementation of the aforementioned

program ought to be in sync with formal education that is already in place, and its policy ought to

be well implemented so that its very purpose is not compromised. Implementers of the ALS
program are responsible for ensuring that the program is completed and carried out efficiently and

effectively.

In keeping with the ALS program, it encourages the use of high-quality educators to achieve

and maintain its goals. The mobile ALS teacher may also be the most significant factor in ALS

student learning. Teachers are under scrutiny by students, parents, administrators, policymakers,

and the general public more than ever before. A common term used to describe the teaching

profession and efforts to measure teacher effectiveness is accountability. In the early part of the

21st century, a focus was placed on high-stakes achievement tests, and this one-dimensional

format is used to measure student and teacher success. The narrow focus on student performance

on a single test frustrates educators, who are aware of the complexity of their profession. The

complexity of the profession and the numerous qualities required to be a successful teacher with a

positive impact on student learning outcomes should be taken into account when determining what

constitutes a high-quality teacher (Barnette, 2019).

Additionally, mobile ALS teachers serve as national development engines. The nation is

able to produce and develop students with them, who may lead the nation's progress and

development. Therefore, for long-term and sustainable nation-building, it should be given the

utmost importance to improve the quality of teachers and uphold high teaching standards (ALS 2.0

Roadmap, 2017). The teaching-learning process relies heavily on teacher research. It is the

foundation of the current teaching methods, strategies, techniques, instructional materials, and

assessments. Teachers who participate in research and use research evidence as the basis for

instructional and pedagogical decisions are having positive effects on both the teaching and

learning processes (Jerusalem, 2019).

Mobile ALS teachers, on the other hand, face a number of issues and difficulties. One issue

is that students' shyness and indifference, particularly in the Basic Literacy Program (BLP), make it

difficult to recruit them. Adults are particularly prone to this. Some behavioral issues, such as

absenteeism, exist. Parents and even barangay officials have some negative opinions about ALS

projects and programs. Another issue is that ALS's programs and projects cannot continue without

funding (Mercado, 2015).

 Gepila's (2019) study, Assessing Teachers Using Philippine Standards for Teachers, came

to the conclusion that teachers are constantly reminded to update their skills in order to become

competent in coping with the challenges of a diverse community of learners caused by cultural,

social, environmental, and individual distinctness that is constantly changing and influenced by

technology. Personal and institutional efforts are required to spread positive responses to such a

problem, and the investigation also tracks these needs.

The K-12 Reform is one legal basis to consider in order to have quality teachers, in addition

to the difficulties and issues that the mobile ALS teachers encountered. In the Philippines, the

landscape of teacher quality requirements has changed as a result of Republic Act 10533 (2013).

High-quality teachers who are properly equipped and prepared to assume the roles and functions

of a K-12 teacher are essential to the reform process, and it is through this PPST that they can

support the Department of Education's vision of producing: Filipinos who have a fervent love for

their nation and whose values and skills enable them to reach their full potential and make

meaningful contributions to the nation's development.

However, learners are expected to have access to a qualified teacher who will guide and

educate them holistically, despite the difficulties, issues, and legal framework. In order for

educational establishments to develop educational programs and curricula, they ought to be

required to conduct research on the competencies of teachers (Stabback, 2016).

As grounded by these objectives and set by the relevant literature and studies, the

researcher ought to know how proficient the mobile teachers of the ALS-Gingoog Division are in

relation to the standard set on PPST, as well as be a tool for the development of necessary

programs or actions that will bridge the gaps between the teachers’ needs to that of the standards,

and improve teachers’ professional calibration.

Conceptual Framework

This study will be anchored to the study of Gepila Jr., (2019) Assessing Teachers Using

Philippine Standards for Teachers. The development of a nation is sparked by teachers. The

nation is able to produce and develop students with them, who may lead the nation's progress and

development. Therefore, for long-term and sustainable nation-building, it should be given the

utmost importance to improve the quality of teachers and uphold high teaching standards.

Philippine Professional Standards for Teachers (PPST), a new framework that was adopted from

its previous paradigm, National Competency-Based Teacher Standards (NCBTS), through DepEd

Order no. 42, s. 2017, is used to assess teachers' competence in the Philippines.

Through a number of initiatives, the government of the Philippines has consistently pursued

reforms to teacher quality. Through CHED Memorandum Order No. 1, the National Competency-

Based Teacher Standards (NCBTS) became a framework for measuring teacher quality. 52, 2007

and DepED Order Number 32, s. 2009. Drawing on the learning considerations of programs like

the Basic Education Assistance for Mindanao (BEAM), the Strengthening Implementation of

Visayas Education (STRIVE), and the Third Elementary Education Project (TEEP), it emerged as

part of the implementation of the Basic Education Sector Reform Agenda (BESRA).

The Philippines' teacher quality requirements have changed as a result of the K-12 Reform

(R.A. 10533) in 2013. A similar supportive focus on teacher quality—high-quality teachers who are

appropriately prepared to assume the responsibilities of a K-12 teacher—is necessary for the

reform process.

The reform efforts to improve teacher quality, from pre-service education to in-service

training, are complemented by the Philippine Professional Standards for Teachers, which are

based on the NCBTS. Through well-defined domains, strands, and indicators that provide
measures of professional learning, competent practice, and effective engagement, it outlines what

constitutes teacher quality in the K-12 Reform. In order to achieve competence, enhance student

learning outcomes, and ultimately provide high-quality education, this set of standards makes clear

what teachers ought to know, be able to do, and place a high value on. It is based, among other

teaching philosophies, on learner-centeredness, lifelong learning, and inclusivity. As a result, the

professional standards become a public declaration of professional responsibility that teachers can

use to examine and evaluate their own practices as they strive for personal and professional

development.

The characteristics of an effective 21st-century educator in the Philippines are outlined in

the seven domains of the Philippine Professional Standards for Teachers. These are; Domain 1

Content Knowledge and Pedagogy; Domain 2 Learning Environment; Domain 3 Diversity of

Learners; Domain 4 Curriculum and Planning; Domain 5 Assessment and Reporting; Domain 6

Community Links and Professional Engagement; and Domain 7 Personal Growth and Professional

Development.

Content Knowledge and Pedagogy recognize the significance of having solid and critical

knowledge of the application of teaching and learning theories and principles in addition to mastery

of content knowledge and its interconnectedness across curriculum areas. They use pedagogy

that is meaningful and developmentally appropriate, based on content knowledge and current

research. To facilitate the teaching and learning process, they demonstrate proficiency in English,

Filipino, and their Mother Tongue, as well as the necessary skills in the utilization of

communication strategies, teaching strategies, and technologies to promote high-quality learning

outcomes.

Learning Environment: promote learner responsibility and achievement by providing

learning environments that are secure, fair, supportive, and safe. They efficiently manage learner

behavior in a physical and virtual space and create an environment that is focused on learning.

They make use of a variety of resources and offer activities that are intellectually stimulating and

challenging to encourage positive classroom interactions with the goal of meeting high learning

standards.
 Diversity of Learners: Create learning environments that are adaptable to a diversity of

learners. When planning and designing learning opportunities, they take into consideration the

various characteristics and experiences of students. In order to encourage all students to be

successful citizens in a changing local and global environment, they advocate for differentiated

teaching methods and the celebration of diversity in the classroom.

The national and local curriculum requirements interact with curriculum and planning. They

turn the material in the curriculum into learning activities that are relevant to students and based on

effective teaching and learning principles. They plan and design well-structured, sequenced

lessons that are contextually relevant, responsive to learners' needs, and incorporate a variety of

teaching and learning resources using their professional knowledge, either alone or in

collaboration with colleagues. They convey learning objectives to encourage student participation,

comprehension, and accomplishment.

Monitoring, evaluating, documenting, and reporting on the requirements, progress, and

accomplishments of students are all accomplished through the use of a variety of assessment

strategies and tools.

In order to inform and improve the teaching and learning process as well as programs, they

make use of assessment data in a variety of ways. They give students the feedback they need

about their learning outcomes, which helps teachers choose, organize, and use effective

assessment methods and guides the reporting cycle.

Community Linkages and Professional Engagement create partnerships between schools

and the community with the goals of enhancing the learning environment and involving the

community in the educational process. They look for opportunities that connect classroom teaching

and learning to the experiences, interests, and goals of the school community and other important

stakeholders. They are aware of their responsibilities to uphold professional ethics, accountability,

and transparency in order to foster professional relationships that are harmonious with students,

parents, schools and the community as a whole.

 Personal Growth and Professional Development maintaining qualities that uphold the

dignity of teaching, such as a caring attitude, respect, and integrity, demonstrates a high level of

personal regard for the profession and personal growth. They place a high value on self- and

professional-based learning and reflection. For lifelong learning, they assume responsibility for

personal and professional development.

The schema of this study presented the interplay of the independent and dependent

variables. It shows that the independent variable of this study is the 7 Domains of Philippine

Professional Standards for Teachers, mainly content knowledge and pedagogy, learning

environment, diversity of learners, curriculum and planning, assessment, and reporting; community

linkages and professional engagement, personal growth, and professional development, based on

DepEd Order No. 42, s. 2017. On the other hand, the dependent is the proficiency of the ALS

mobile teachers in terms of teaching approaches, student learning, and teacher learning.

Independent Variable Dependent Variable

 Teacher’s Profile
 7 Domains of PPST:
- Content Knowledge and
Pedagogy
- Learning Environment
Proficiencies of Mobile
- Diversity of Learners Alternative Learning System
- Curriculum and Planning Teachers
- Assessment and Reporting
- Community Linkages and
Professional Engagement
- Personal Growth and
Professional Development

Figure 1. Schematic Diagram Showing the Relationship between the Independent and

Dependent Variables of the Study

Statement of the Problem

This study will aim to determine the proficiency of mobile ALS teachers in SDO Gingoog.

Specifically, this will aim to answer the following questions:

1. How may the profile of the mobile ALS teachers be described in terms of:

1.1 age;

1.2 sex;

1.3 civil status;

1.4 educational attainment;

1.5 specialization;

1.6 learning strand being taught;

1.7 length of teaching ALS; and

1.8 trainings attended?

2. How may the proficiency of mobile ALS teachers be described in terms of the following:

2.1 Content Knowledge and Pedagogy

2.2 Learning Environment

2.3 Diversity of Learners

2.4 Curriculum and Planning

2.5 Assessment and Reporting

2.6 Community Linkages and Professional Engagement

2.7 Personal Growth and Professional Development

 3. Is there a significant relationship between the profile variables of the teacher and the seven

domains of PPST?

4. Is there a significant difference between the proficiencies of mobile ALS teachers and

learners’ evaluation of the proficiencies of their teachers?

Hypothesis:

Problems 1 and 2 are hypotheses-free.

On the basis of Problem 3 and Problem 4, the null hypothesis will be tested at a 0.05 level

of significance.

Ho1: There is no significant relationship between the profile variables of the teacher and the seven

domains of PPST.

Ho2: There is no significant difference between the proficiencies of mobile ALS teachers and

learners’ evaluation of the proficiencies.

Significance of the Study

The information gathered in this study will benefit the following:

This study will help the mobile ALS teachers to be more competent based on the

Philippines Profession Standard for Teachers. They could be provided with more effective teaching

strategies and techniques for them to facilitate their learning. And actively promote the progress

and performance of their learners.

Through this study, District Supervisors will be guided on how to create an effective

program that will benefit their students, teachers, and other stakeholders. Their mobile teachers

could guide them by providing effective instructional materials or interventions to mitigate or

resolve the problems and issues that they encountered.

The Schools Division Superintendents will aid in long-term planning for the schools and

districts it supervises. It will be an eye-opener to address the issues and challenges encountered

by the districts and mobile ALS teachers. It will also help to enhance the division’s development of

ALS 2.0.

Learners will be encouraged to engage actively in classroom discussions and activities.

Students will be directed to use their own tactics and techniques to solve the problem or complete

the task.
 This helps the parents to be enlightened about the curriculum and program of ALS 2.0. It

will assist them in guiding and motivating their children to study and improve their development

and performance.

Lastly, this research can contribute to future researchers as they will be guided on the

program of ALS 2.0 and will provide additional information and understanding about the concerns

and challenges experienced by mobile ALS teachers, which will aid them in their future studies. It

will also be an eye-opener for them to recognize the proficiency of mobile ALS teachers at SDO

Gingoog.

Scope and Limitation

The mobile ALS teachers in Gingoog's Schools Division will be the focus of this study. Since

the researcher is a mobile ALS teacher at SDO Gingoog City, it will be carried out in all ten (10)

ALS districts, from North 1 to South 2, during the curriculum years 2022 and 2023.

The PPST, DepEd Order No. 42, s. 2017, will also serve as the foundation for this study.

Through CHED Memorandum Order No. 1, the National Competency-Based Teacher Standards

(NCBTS) became a framework for measuring teacher quality. 52, 2007 and DepED Order Number

32, s. 2009. Drawing on the learning considerations of programs like the Basic Education

Assistance for Mindanao (BEAM), the Strengthening Implementation of Visayas Education

(STRIVE), and the Third Elementary Education Project (TEEP), it emerged as part of the

implementation of the Basic Education Sector Reform Agenda (BESRA).

As a means of constructing the questionnaire's content, the researcher read, reviewed, and

consulted various theses related to this study. In addition, the researcher conducted research

related to the study by visiting a few online websites. Based on the problem statement and seven

domains of the Philippine Professional Standard for Teachers, the questionnaire was developed.

The study will look into the enhancement of proficiencies of mobile ALS teachers as well as

the issues and challenges they encountered.

Definition of Terms

For a better understanding, the following were the operational definitions of the key terms

used in this study:

Alternative Learning System. It is also known as (ALS) which is a parallel learning system

in the Philippines that provides a practical option to the existing formal instruction.

Alternative Learning System Learners. This refers to the students who are enrolled in

Alternative Learning System. They are composed of Out-of-School Youth, Out-of-School Adults,

Single Parents, and Non-Literates.

Alternative Learning System Mobile Teachers. This refers to the "specialized" DepED

teachers who live among the people in remote and marginalized communities to conduct intensive

community-based ALS programs and learning sessions for illiterate out-of-school children, youth

and adults, and formal school leavers.

Assessment and Reporting. This refers to processes associated with a variety of

assessment tools and strategies used by teachers in monitoring, evaluating, documenting, and

reporting learners’ needs, progress, and achievement.

 Community Links. This refers to the collaboration and partnership between the school and

the student’s families and the school and key groups/individuals in the surrounding community.

Content Knowledge. This refers to the body of knowledge and information that teachers

and students are expected to learn in a given subject or content area.

Curriculum and Planning. This refers to the involvement of creating a practical plan of

action and a list of learning objectives for any subject.

Diversity of Learners. This refers to children and students of all abilities from racially,

ethnically, culturally, and linguistically diverse communities and backgrounds.

Domain. This refers to the set of standard for teachers in the Philippine setting which

consist of seven domains.

Learning Environment. This refers to a space or physical location in which students feel

safe and supported in their pursuit of knowledge, as well as inspired by their surroundings.

Pedagogy. This refers to the study of teaching methods, including the aims of education

and the ways in which such goals may be achieved.

Personal Growth. This refers to the process that involves knowledge, attitudes, skills,

relationships, and behavior that can be utilized in and outside the classroom.

Philippine Professional Standards for Teachers (PPST). This refers to a set of standards

created to complement the reform initiatives on teacher quality from pre-service education to in-

service training.

Professional Engagement. This refers to upholding professional ethics, accountability, and

transparency to promote professional and harmonious relationships with learners, parents,

schools, and the wider community.

Professional Development. This refers to maintaining qualities that uphold the dignity of

teaching such as a caring attitude, respect, and integrity.

Proficiency. This refers to the degree of competence or skill teachers possess in their field.
 Student Learning Outcome. This refers to the specific, measurable knowledge, values, or

skills that students will be able to demonstrate upon completing the academic program.

Students Satisfaction. This refers to the feeling or attitude of learners toward their

teacher’s teaching approach if their needs and wants were fulfilled in the learning activities or tasks

given to them.

Teachers’ Performance. This refers to a set of attitudes and behaviors that result in

learning for children.

Chapter 2

Literature Review

This chapter presents the related literature and studies reviewed by the researcher. These

add insights and valuable information to the findings of the study. These are arranged thematically

to provide insights needed to support the findings of the study.

Related Literature and Studies

Literacy is an urgent requirement in a world characterized by advanced information and

communication technologies. In addition to supporting and empowering societies, it contributes to

human and national development. Literacy tends to improve the education of mothers and their

children, as well as their family's quality of life. Assuming one will take a gander at the eventual

fate of the Philippines in the above setting, this truly intends that to turn out to be universally

serious, the Filipinos should be proficient. It also means that it should have an education program

that focuses on adults who aren't literate and have never been to a formal school. Since 1999, the

Department of Education has required the Bureau of Alternative Learning System to hire qualified

mobile teachers for this reason (Pinca, 2018).

 In the Philippines, the Alternative Learning System is a parallel learning system that offers a

practical alternative to formal instruction. ALS serves as an alternative or substitute when formal

education is unavailable or impossible to access. Non-formal and informal sources of knowledge

and skills are also included in ALS. Because of this, numerous factors prevent many Filipinos from

completing formal basic education (Grades 1-6 and 7-12). Some students drop out of school, while

others live in areas without schools. The government establishes ALS to give all Filipinos access

to and the opportunity to complete basic education in a manner that best suits their particular

circumstances and requirements because every Filipino has the right to free education

(Department of Education, 2017).

Based on the 2017 Annual Poverty Indicators Survey, the Philippine Statistic Authority

(2018) estimated that nine percent of the 39.2 million Filipinos aged 6 to 24 were not in school.

Family members aged 6 to 14 who do not attend formal school are referred to as OSCY; and

family members between the ages of 15 and 24 who are currently out of school, unemployed, and

have not completed a post-secondary or college course. Marriage or family issues accounted for

37.0 percent of OSCYs' absence from school, followed by a lack of personal interest (24.7%) and

concerns about the high cost of education or finances (17.9%). Marriage or family issues

accounted for 57.0 percent of OSCYs' absences from school, while lack of personal interest

accounted for 43.8 percent of OSCYs' absences from school.

This program is considered as a crucial component of Philippine Education to provide every

individual with access to quality basic education as envisioned in the Education for All (EFA) 2015

Philippine Plan of Action, specifically the reduction of illiteracy rate. Since its inception in 1999, the

ALS program has been implemented nationwide for almost 18 years, according to records.

However, the results showed that only a few students met the requirements for accreditation,

denying them the same rights as elementary and secondary school students in this informal

educational system.

In addition, a number of educational research studies attempt to analytically describe the

characteristics of a good and effective teacher. However, there are a few that do not possess the

full range of competencies, which should be taken into account. Some frameworks provide narrow
standards that are not coherent and practical rather than considering a feasible and holistic

framework; consequently, a more appropriate set of standards must be adopted. In order to shed

light on the aspects that were examined by a technical panel comprised of practitioners in the field

of education who are teaching various content areas, a few frameworks are compiled and

elaborated below (Gepila Jr., 2020).

Numerous studies also demonstrated that mobile ALS teachers and ALS students

encountered numerous issues. Particularly, students in Mercado's (2017) study encountered

difficulties with instruction, evaluation, and assessment. Additionally, he discovered that facilities

like classrooms and instructional materials like manuals and textbooks are deficient. In addition,

mobile teachers disclosed that they receive a pitiful salary, honorarium, and other allowances.

Pinca's (2017) study, "The Mobile Teachers' Profile, Competencies, Problems and in the

Department of Education, Division of Northern Samar, Philippines," was another significant one.

She discovered that the lack of community-based instructional materials, the delayed release of

travel allowance, and the absence of a permanent room during the course of the learning sessions

were the primary issues that the mobile teachers in Northern Samar Division encountered.

Pinca's (2017) study found that the majority of the mobile teachers were young adults who

preferred to manage formal classes. Consequently, prior to their appointment as mobile teachers,

they lacked sufficient educational background in alternative learning system delivery. They took in

the complexities about their work through the in-administration preparation stages gave to them

and during the lead of learning meetings. They had the courage and determination to reach out to

far-flung barangays in Northern Samar, Philippines, as young adults. Their profile has

demonstrated that male teachers are preferred to female teachers in the field of alternative

learning systems.

Pinca went on to say that the mobile teachers are very good at what they do, which means

that they can help reduce illiteracy in areas where only a few people can read and write. However,

they must serve thousands of illiterate people in the province, so their skills are insufficient. The

Alternative Learning System of education is in fact challenged by the high ratio of illiterates to

mobile teachers. Although the performance of the mobile teachers is very good, there is still a lot
that can be done better. Personal qualities and professional growth were found to be very high for

them, but competence was found to be low. Indeed, a mobile teacher's performance relies heavily

on commitment. As implementers of the Alternative Learning System, mobile teachers, like other

professions, faced challenges. The most fundamental of these issues is the lack of instructional

materials, followed by being assigned additional work outside of being a mobile teacher. The issue

of a lack of instructional materials exists in both the traditional and alternative educational systems.

It could be argued that the alternative learning system suffers twice as much from a lack of books

as the formal school system does.

These issues are exacerbated by the school administrators themselves, who instead of

instructing mobile teachers to concentrate on the conduct of learning sessions and to organize

additional mobile classes, hinder their performance by assigning them additional tasks. This simply

reinforces the notion that even school administrators do not consider the alternative learning

system to be equivalent to the traditional educational system.

Abad and Galleto (2020) went on to say that the Alternative Learning System Accreditation

and Equivalency (ALS A&E) Test, which used to be called the Non-formal Education A&E Test, is

a paper-and-pencil test that measures the skills of people who haven't gone to a formal school to

get their elementary or secondary education. However, in 2014, 18% of ALS students in the

Philippines passed the A&E Test, and Region IV-A had the highest rate of 28% among all regions

in the country. It demonstrates that the assessment, content, and instruction of mobile teachers

are flawed, resulting in ineffective learning for students. Furthermore, ALS teachers were looking

for better ways to teach Basic English Grammar to ALS students, especially those who were in jail

and under the care of DSWD (for minors between the ages of 16 and 17). In order for ALS

students to be prepared for the accreditation and equivalency test, it is suggested that their

performance and growth be monitored. As a result, these students with ALS require high-quality

education outside of the classroom (Abad & Galleto, 2020).

They stated that typical learning environments for ALS, such as open-air space under a tree

or simple structures made of light materials such as palm tree leaves and bamboo, do not

adequately keep adult learners focused on learning. And the teaching force for ALS has come up
short both in quantity and quality. As the backbone of the program, teachers need better,

continuous professional development.

They also added that ALS’ system components, designed a few decades ago, need a

comprehensive upgrade. The use of ICT technology could be expanded and made more

systematic, to support learning delivery and learning management, as well as assessment and

certification in ALS.

In addition, a major weakness of the ALS program identified is that mobile teachers are

tasked to seemingly do everything themselves. This is too much to ask of any teacher, much less

of those who teach formal school dropouts who may already have learning difficulties. ALS 2.0

advances a better of instructing, wherein group education is the standard, and the essential help to

carry out this is accessible. While this is less important in the Basic Literacy Program and the

Elementary Level, the Secondary Level program in CLCs should be implemented by a team of

formal school teachers, mobile teachers, Tec-Voc experts, and other resource people. In addition

to increasing students' chances of passing the A&E exam, this will ensure that they truly master

the curriculum's key competencies, making them more competitive in life after ALS (DepEd,

Alternative Learning System Version 2.0, 2020).

The used modules of ALS learners are outdated which is why the teachers are worried

about the upcoming A and E examinations of their learners. ALS teachers are needed more

training and workshop about the ALS program, 21 st-century teaching techniques and strategies,

pedagogical and anagogical approaches, and professional development (Pablo, 2021).

The National Adoption and Implementation of NCBTS-TSNA and IPPD for Teachers, and

Integration of its System Operations in the Overall Program for Continuing Teacher Capacity

Building, section 2 The National Competency-Based Teacher Standards (NCBTS) define the

desired practice of effective teaching, according to DepEd Order 32 s. 2009, one of the

frameworks of teachers' performances and competencies. The NCBTS establishes performance

indicators for teacher professional development that are categorized into the appropriate domains

and strands. As a result, new procedures and tools are constantly being developed to help
teachers improve their skills and advance their careers. Effective teaching, according to the

NCBTS, means being able to help students of all abilities comprehend the curriculum's various

learning objectives. The NCBTS gives a solitary structure that will characterize viable showing in

all parts of an educator's expert life and in all periods of instructor improvement (Pablo, 2021).

The reform efforts to improve teacher quality, from pre-service education to in-service

training, are complemented by the Philippine Professional Standards for Teachers, which are

based on the NCBTS. Through well-defined domains, strands, and indicators that provide

measures of professional learning, competent practice, and effective engagement, it outlines what

constitutes teacher quality in the K-12 Reform. In order to achieve competence, enhance student

learning outcomes, and ultimately provide high-quality education, this set of standards makes clear

what teachers ought to know, be able to do, and place a high value on. It is based, among other

teaching philosophies, on learner-centeredness, lifelong learning, and inclusivity. As a result, the

professional standards become a public declaration of professional responsibility that teachers can

use to examine and evaluate their own practices as they strive for personal and professional

development (Pablo, 2021).

 Chapter 3

Methodology

This chapter presents the research design, research setting, research respondents,

sampling procedure, data gathering procedure, research tool/instrument, validation of the research

instrument, categorization of variables, statistical treatment of the data, and those topics that were

discussed in detail. These are employed in order to achieve the objectives of this study.

Design

This study will use descriptive research. As defined by Simon (2012) it involves the

description of similarities with other phenomena. The purpose of descriptive research is to study

primarily “what is.” The methods involve the questionnaire, interview or observation, and

documentation.

Descriptive research will aim to accurately and systematically describe the characteristics

and number of respondents, situations, and proficiencies of mobile ALS teachers. It will describe

the teachers’ profile, and proficiencies of teachers based on the 7 domains of PPST. In addition, to
identify the significant relationship between profile variables of the teacher and their proficiencies,

a significant difference between the proficiencies of mobile LAS teachers and learners’ evaluation

of the proficiencies of the teachers and intervention may be proposed to enhance the proficiencies

of mobile ALS teachers in SDO Gingoog.

Setting

The study will be conducted in the mobile ALS teachers of the Schools Division of Gingoog

City, Region 10. ALS District has a total of ten (10) districts: North 1, North 2, North 3, East 1, East

2, West 1, West 2, West 3, South 1, and South 2.

Gingoog City is located on the Northern coast of the Province of Misamis Oriental. It is 122

kilometers East of Cagayan de Oro City, the Regional Center of Region 10, and 71 kilometers via

the Gingoog - Claveria Road, Misamis Oriental, and 74 kilometers west of Butuan City, the

Regional Center of Region 13. It occupies 26.32% of Misamis Oriental's total land area, which is

82,427,284.80 hectares, having a total population of 136,698 determined by the 2020 census, and

a household of 31,148.

Nestled at the heart of the City of Good Luck, the Schools Division of Gingoog City takes

pride in its service in delivering quality education and community involvement. A promising division

with 74 elementary schools, 16 secondary schools, 5 schools for indigenous people, 16 integrated

schools, 17 private institutions, and a total of 35,076 public learners. Additionally, SDO Gingoog's

long history of success can be traced back to the Alternative Learning System, also known as the

umbrella of formal education. In the past, ALS Gingoog has consistently produced numerous

graduates and continues to improve its role as a bridge for out-of-school youth and adults who

wish to learn and complete their education. From North 1 to South 2, ALS Gingoog has a total of

1,174 officially enrolled students for the 2022–2023 school year. 17 mobile teachers and

volunteers cared for the students.

Source: https://www.facebook.com/depedgingoog/

Figure 2. Gingoog City Division, Location Map

Respondents and Sampling Procedure

The respondents of the study will be the mobile teachers and learners of the Alternative

Learning System in all districts from North 1 to South 2 of the Department of Education, Schools

Division of Gingoog City during the curriculum year 2022-2023.

There are ten districts of ALS in SDO Gingoog, each district has one or two ALS mobile

teachers assigned. Thus, there are 17 mobile ALS teachers. In addition, there are 1,174 learners

enrolled for C.Y. 2022-2023.

The researcher chose to use Slovin's Formula to determine the total number of learner-

respondents who will participate in the aforementioned study because the students from all

districts make up a large population. Using the formula n=N/1+e2, the number of respondents was

298.34. However, the researcher made the decision to simply make it a whole number. Thus, 298

students from all ALS Districts have been identified as learner-respondents for this study.
 Table 1

Distribution of Respondents

Enrolled
Districts Mobile Teacher
Learners
North 1 2 83
North 2 1 60
North 3 2 113
East 1 2 119
East 2 2 78
West 1 1 78
West 2 1 108
West 3 1 97
South 1 3 341
South 2 2 97
TOTAL 17 1,174

Instrument and Data Gathering Procedure

In order to develop the questionnaire's content, the researcher studied, examined, and

consulted several theses linked to this subject. The researcher also went to various websites on

the internet to do some research for the study. The questionnaire was constructed based on what

is stated in the statement of the problem and in the 7 domains of the Philippine Professional

Standard for Teachers.

The seven domains of the Philippine Professional Standards for Teachers, which are

included in the questionnaire, describe the characteristics of an effective 21st-century educator in

the Philippines. These are; Domain 1 Content Knowledge and Pedagogy, is composed of seven

strands, Domain 2, Learning Environment, Domain 3, Diversity of Learners, Domain 4, Curriculum

and Planning, Domain 5, Assessment and Reporting, Domain 6, Community Linkages and

Professional Engagement, Domain 7, Personal Growth and Professional Development. Each

domain contains various strands that describe the competencies of mobile ALS teachers.
 Each of the seven domains was modified by the researcher to create an interrogative form

that would fit in the questionnaires of respondents and identify each ALS mobile teacher's

proficiencies. In addition, the researcher has provided a learners-specific questionnaire and

decided to modify some words based on the learners' approach. Moreover, the researcher has

decided to translate it into the Visayan language so the learners can easily understand the

statement of the questions being asked.

There are two questionnaires prepared specifically for ALS mobile teachers and learners.

They are used to assess teachers' proficiencies based on the seven domains of the Philippine

Professional Standard for Teachers. To confirm the responses of their teachers, the learners will

also complete a questionnaire given by the researcher based on the 7 domains of the PPST.

Nonetheless, the researcher's original questionnaire will be adjusted based on the approach to the

learners.

The questionnaire provided for the teacher-respondents consists of two parts, namely:

Part I contains data regarding the profile of the teacher-respondents. It seeks to identify

respondents’ age, sex, civil status, educational attainment, specialization, learning strand being

taught, length of teaching as a mobile ALS teacher, and training attended.

Part II contains the teacher’s proficiencies based on 7 domains of PPST. It has 7 variables,

namely: Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners,

Curriculum and Planning, Assessment and Reporting, Community Linkages, Professional

Engagement, Personal Growth, and Professional Development with four indicators and is

designed to measure the proficiency of the mobile ALS teachers. Responses are composed of the

following: 4 (Distinguished Teacher), 3 (Highly Proficient Teacher), 2 (Proficient Teacher), and 1

(Beginning Teacher).

The researcher will seek first permission and indorsement from the Dean of Southern de

Oro Philippines College for the use of the research instrument of this study. The researcher has

also asked permission from the Department of Education through the Schools Division
Superintendent (SDS) and Educational Program Specialist in ALS for the conduct of the study to

the ALS mobile teachers and learners in Gingoog City.

Moreover, the consent of the respondents themselves is requested for their participation in

this study. They will be given assurance that their responses will be kept confidential, and the data

gathered will be used solely for the purpose of this study. Once permission and indorsement are

secured, the distribution of questionnaires to the respective respondents will proceed.

The following information will be provided to the respondents: the researcher's purpose for

conducting the study, the questionnaire's contents, and instructions on how to complete them.

They had ample time to respond to each question. In order for the researcher to provide last-

minute clarification and guarantee a complete return of the questionnaires, the researcher

personally collected them from the respondents. The data collected will be retrieved, tabulated,

analyse, and interpreted accordingly.

Validity and Reliability

To gather necessary information for this study, the researcher adopted and modified the

Philippine Professional Standard for Teachers (PPST) based on Department of Education Order

No. 42, s. 2017 also known as the National Adaptation and Implementation of Philippine

Professional Standard for Teachers.

A pilot testing will be conducted among the five (5) mobile teacher-respondents of ALS

Gingoog and 20 learners from all districts. This process will be done to ensure that the data will be

accurate and valid. This will confirm that the data being collected is reasonable, accurate, and

adequate in collecting the data needed for the study. The researcher will seek validation from

content experts who had expertise with the content of the survey instrument. After the validity

testing, adjustments were then made with the help of professional experts to prepare it for the next

process, which is the reliability test. A reliability test with the questionnaire using Cronbach Alpha
will proceed to ensure that its content is understandable and coherent. Once the instrument

becomes valid and reliable, it will be launched in all ALS Districts in the Schools Division of

Gingoog City.

Categorization of Variables
 Verbal
Scale Range of Values Interpretation
Description
The researcher used the following weights and ranges for each point as well as the verbal

4 3.25- 4.00 Distinguished Embody the highest standard for

Teacher teaching grounded in global best

practices. Exhibit exceptional

capacity to improve one’s own

teaching practice and that of

others. Recognized as leaders in

education, contributors to the

profession and initiators of

collaborations and partnerships.

Create lifelong impact in the lives

of colleagues, students, and

others. Consistently seek

professional advancement and

relevance in pursuit of teaching

quality and excellence. Exhibit

commitment to inspire the

education community and

stakeholders for the improvement

of education provision in the

Philippines.

3 2.50- 3.24 Highly Consistently display a high level

Proficient of performance in their teaching

Teacher practice. They manifest an in-

depth and sophisticated

understanding of the teaching

and learning process. They have

high education-focused situation

cognition, are more adept in

interpretation to determine the level of awareness of mobile ALS teachers
Statistical Treatment

The analysis and interpretation of the data were aided by the following statistical tools:

1. The frequency, percentage distribution, and ranking of the responses were used to describe

the profile of the respondents. In addition, percentage distribution is a frequency distribution

in which the individual teacher-and learner-respondent frequencies are expressed as a

percentage of the total frequency equated to 100. Also known as relative frequency

distribution; relative frequency table.

2. To describe the proficiencies of mobile ALS teachers, the researcher used a weighted

mean. The weighted mean will calculate the degrees of the important number and level of

the proficiencies of mobile ALS teachers under PPST, 7 domains. In calculating a weighted

average, each number in the data set is multiplied by a predetermined weight before the

final calculation is made.

3. To test the significant relationship between the profile variables of the teachers and the

proficiencies based on PPST, the researcher used correlation analysis. Correlation analysis

will use to evaluate the strength of the relationship between profile variables of the teachers

and their proficiencies based on PPST, 7 domains. A high correlation means that two or

more variables have a strong relationship with each other, while a weak correlation means

that the variables are hardly related.

4. To test the significant difference between the perceptions of teachers and learners’

evaluation of the competencies of their teachers based the on PPST tool, the researcher

used t-test analysis. T-test used will determine if there is a significant difference between

the means of the two groups, which may be related to certain features.
 Appendix

Survey Questionnaire for the Mobile ALS Teacher Respondents

This questionnaire is meant to assess the proficiency of Alternative Learning System mobile

teachers. This questionnaire is for mobile teachers ONLY.

Name (optional): _________________________ Date:________________

Part 1: Teacher’s Profile

Age: _____ Sex: _____ Male _____ Female Civil Status: ________________

Educational Attainment: ______________________ Specialization: ______________

 How many learning strands do you handle? __________________________________

 Your length of teaching as a mobile ALS teacher. ______________________________

 The number of training attended. ___________________________________________

Part 2: Teacher’s Assessment of Proficiency based on 7 Domains of PPST

Instruction: Carefully read the questions. Rate each question based on the given rating scale in the

box. Please answer the questions honestly and patiently.

Rating Description

4 Distinguished Teacher

3 Highly Proficient Teacher

2 Proficient Teacher

1 Beginning Teacher

Content Knowledge and Pedagogy

Statement 4 3 2 1
1. Knowledgeable on the content and application of my
learning areas.
2. Providing research-based teaching strategies and
techniques.
3. Using ICT facilities, like laptop, projector, TV and the
like.
 4. Promoting strategies in teaching literacy and
numeracy.
5. Applying teaching strategies that could boost the
critical thinking of my learners.
6. Knowledgeable on Mother Tongue, Filipino and
English.
7. Having excellent communication that can reinforce my
learners and give systematic instructions.

Learning Environment

Statement 4 3 2 1
1. Prioritizing the safety and security of my learners
inside and outside the schools.
2. Organizing activities that could benefit all my learners.
3. Promoting the progress and performance of my
learners.
4. Providing a clear, well-considered plan for managing
my classroom and learners’ behavior.
5. Building positive relationships with my learners,
parents, and stakeholders.

Diversity of Learners

Statement 4 3 2 1
1. Using a gender-differentiated approach develop
mathematics problem-solving activities that involve
real-life application—such as planning, organizing
information, and estimating costs.
2. Structuring learner groups to encourage cooperative
and collaborative learning rather than a girls-versus-
boys competitive approach.
3. Giving the importance of cultural diversity, such as
values, traditions, lifestyles, and kinship structures.
4. Giving my learners the opportunity to set their goals.
5. Raising low self-perception and increasing learning
independence, through recognition of the student's
positive attributes and encouraging discovery
learning.

Curriculum and Planning

 Statement 4 3 2 1
1. Planning and managing well my teaching and learning
process.
2. Providing activities and tasks aligned with learners’
learning competencies
3. Planning a lesson based on our different learning
strands.
4. Showing a professional collaboration with my
colleagues to enrich teaching practice.
5. Using ICT facilities in teaching different learning
strands.

Assessment and Reporting

Statement 4 3 2 1
1. Lead initiatives in the evaluation of assessment
policies and guidelines that relate to the design,
selection, organization and use of effective diagnostic,
formative and summative assessment strategies
consistent with curriculum requirements.
2. Provide advice on, and mentor colleagues in the
effective analysis and use of learner attainment data
3. Exhibit exemplary skills and lead initiatives to support
colleagues in applying strategies that effectively
provide timely, accurate and constructive feedback to
learners to improve learning achievement.
4. Share with colleagues a wide range of strategies that
ensure effective communication of learner needs,
progress and achievement to key stakeholders,
including parents/guardians
5. Lead colleagues to explore, design and implement
effective practices and programs using information
derived from assessment data.

Community Linkages and Professional Engagement

Statement 4 3 2 1
1. Model exemplary practice and empower colleagues to
establish and maintain effective learning environments
that are responsive to community contexts.
 2. Lead in consolidating networks that strengthen
relationships with parents/guardians and the wider
school community to maximize their involvement in
the educative process.
3. Lead colleagues in the regular review of existing
codes, laws and regulations that apply to the teaching
profession, and the responsibilities as specified in the
Code of Ethics for Professional Teachers.
4. Evaluate existing school policies and procedures to
make them more responsive to the needs of the
learners, parents and other stake holders.

Personal Growth and Professional Development

Statement 4 3 2 1
5. Building and maintaining respectful and positive
relationships with our learners, colleagues and
stakeholders.
6. Willing and preparing to take on additional roles and
responsibilities.
7. Doing my tasks ahead of time before the deadline
comes.
8. Pursuing my masters or doctorate degree.
9. Attending various training and seminars related to
teaching and curriculum.
 Survey Questionnaire for the Learner Respondents

Kini nga pangutana gituyo aron masusi ang kahanas sa Alternative Learning System nga

mga magtutudlo sa mobile. Kini nga questionnaire para LAMANG sa mga estudyante.

ALS District: ___________ Petsa: _________________

Ang Pagsusi sa Kahanas sa Magtutudlo base sa 7 ka Domain sa PPST

Instruksyon: Basaha pag-ayo ang mga pangutana. I-rate ang matag pangutana base sa gihatag

nga rating scale sa kahon. Palihug tubaga ang mga pangutana sa matinud-anon ug mapailubon.

Rating Paghulagway
4 Inila nga magtutudlo
3 Maayo kaayo nga magtutudlo
2 Hanas nga magtutudlo
1 Bag-uhay pa lamang na magtutudlo

Sulod na Kahibalo ug Pedagogy

Pahayag 4 3 2 1
1. Ang magtutudlo adunay kahibalo bahin sa sulod sa
iyahang lekyson ug paggamit ni ini.
2. Naghatag ang magtutudlo og mga estratehiya ug
teknik sa pagtudlo nga nakabase sa panukiduki.
3. Ang magtutudlo naggamit sa mga pasilidad sa ICT,
sama sa laptop, projector, TV ug uban pa.
4. Ang magtutudlo nagpasiugda og mga estratehiya sa
pagtudlo sa literacy ug numeracy.
5. Ang magtutudlo nag-aplay sa mga estratehiya sa
 pagtudlo nga makapausbaw sa kritikal nga
panghunahuna sa mga estudyante.
6. Ang magtutudlo kahibalo sa Mother Tongue, Filipino
ug English.
7. Ang magtutudlo adunay maayo kaayo nga
komunikasyon nga makapalig-on sa mga estudyante
ug makahatag og sistematikong mga panudlo.

Palibot sa Pagkat-on

Pahayag 4 3 2 1
1. Ang magtutudlo nag-una sa kaluwasan ug seguridad
sa mga estudyante sulod ug gawas sa mga
eskwelahan.
2. Ang magtutudlo nag-organisar og mga kalihokan nga
makabenepisyo sa tanang estudyante.
3. Ang magtutudlo nagpasiugda sa pag-uswag ug
pasundayag sa mga estudyante.
4. Ang magtutudlo naghatag og usa ka tin-aw, maayo
nga gikonsiderar nga plano alang sa pagdumala sa
klasehanan ug pamatasan sa mga estudyante.
5. Ang magtutudlo nagtukod og positibo nga relasyon sa
mga estudyante, ginikanan, ug mga stakeholder.

Pagkalainlain sa mga Estudyante

Pahayag 4 3 2 1
1. Ang magtutudlo naggamit ug gender-differentiated
nga pamaagi nagpalambo sa mga kalihokan sa
pagsulbad sa problema sa matematika nga naglakip
sa tinuod nga kinabuhi nga aplikasyon—sama sa
pagplano, pag-organisar sa impormasyon, ug
pagbanabana sa mga gasto.
2. Ang magtutudlo nag-istruktura sa mga grupo sa tigkat-
on aron madasig ang kooperatiba ug kolaborasyon
nga pagkat-on kaysa usa ka paagi sa kompetisyon sa
mga batang babaye batok sa mga lalaki.
 3. Gihatag sa magtutudlo ang importansya sa pagkalain-
lain sa kultura, sama sa mga mithi, tradisyon, estilo sa
kinabuhi, ug mga istruktura sa pamilya.
4. Ang magtutudlo naghatag sa mga estudyante og
oportunidad sa paghimo sa ilang mga tumong.
5. Ang magtutudlo nagpataas sa ubos nga panglantaw
sa kaugalingon ug nagdugang sa pagkat-on nga
independente, pinaagi sa pag-ila sa positibo nga mga
kinaiya sa estudyante ug nagdasig sa pagkat-on sa
pagdiskobre.

Kurikulum ug Pagplano

Pahayag 4 3 2 1
1. Ang magtutudlo nagplano ug nagdumala sa maayo
nga proseso sa pagtudlo ug pagkat-on.
2. Ang magtutudlo naghatag og mga kalihokan ug mga
buluhaton nga nahiuyon sa mga kahanas sa pagkat-
on sa mga estudyante
3. Ang magtutudlo nagplano og leksyon base sa lain-
laing learning strands.
4. Ang magtutudlo nagpakita sa usa ka propesyonal nga
kolaborasyon sa mga kauban aron mapauswag ang
praktis sa pagtudlo.
5. Gigamit sa magtutudlo ang mga pasilidad sa ICT sa
pagtudlo sa lainlaing mga strand sa pagkat-on.

Pagsusi ug Pagreport

Pahayag 4 3 2 1
1. Ang magtutudlo nanguna sa mga inisyatibo sa
pagtimbang-timbang sa mga palisiya sa pagtasa ug
mga giya nga may kalabutan sa disenyo, pagpili,
organisasyon ug paggamit sa epektibo nga
diagnostic, formative ug summative assessment nga
mga estratehiya nga nahiuyon sa mga kinahanglanon
sa kurikulum.
2. Ang magtutudlo naghatag tambag sa, ug magtudlo sa
mga kauban sa epektibo nga pagtuki ug paggamit sa
learner attainment na datos.
3. Nagpakita ang magtutudlo og maayong mga kahanas
ug nanguna sa mga inisyatibo aron suportahan ang
 mga kauban sa paggamit sa mga estratehiya nga
epektibo nga maghatag tukma sa panahon, tukma ug
makaayo nga feedback sa mga estudyante aron
mapauswag ang kalampusan sa pagkat-on.
4. Ang magtutudlo nakig-ambit sa mga kauban sa usa ka
halapad nga mga estratehiya nga nagsiguro sa
epektibo nga komunikasyon sa mga
panginahanglanon, pag-uswag ug kalampusan sa
mga nag-unang stakeholder, lakip ang mga
ginikanan / tigbantay.
5. Ang magtutudlo nangulo sa mga kauban sa pagsusi,
pagdesinyo ug pagpatuman sa epektibo nga mga
praktis ug mga programa gamit ang impormasyon nga
nakuha gikan sa datos sa pagtasa.

Mga Kalambigitan sa Komunidad ug Propesyonal nga Pakiglambigit

Pahayag 4 3 2 1
1. Ang magtutudlo nag-modelo sa sulundon nga praktis
ug naghatag gahum sa mga kauban sa pagtukod ug
pagpadayon sa epektibo nga mga palibot sa pagkat-
on nga motubag sa mga konteksto sa komunidad.
2. Ang magtutudlo nanguna sa pagkonsolida sa mga
network nga nagpalig-on sa mga relasyon sa mga
ginikanan/guardian ug sa mas lapad nga komunidad
sa eskwelahan aron mapadako ang ilang
pagkalambigit sa proseso sa edukasyon.
3. Ang magtutudlo nanguna sa mga kauban sa regular
nga pagrepaso sa kasamtangan nga mga kodigo,
mga balaod ug mga regulasyon nga magamit sa
propesyon sa pagpanudlo, ug ang mga
responsibilidad nga gipiho sa Code of Ethics para sa
Propesyonal nga mga Magtutudlo.
4. Ang magtutudlo mag-evaluate sa kasamtangan nga
mga polisiya ug mga pamaagi sa eskwelahan aron
mahimo silang mas motubag sa mga panginahanglan
sa mga estudyante, mga ginikanan ug ubang mga
stake holder.

Personal nga Pag-uswag ug Propesyonal nga Pag-uswag

Pahayag 4 3 2 1
1. Ang magtutudlo nagtukod ug nagmintinar sa
 matinahuron ug positibo nga relasyon sa mga
estudyante, kauban ug mga stakeholder.
2. Ang magtutudlo andam ug nangandam sa pagkuha sa
dugang nga mga tahas ug mga responsibilidad.
3. Ang magtutudlo nag-una sa pagbuhat sa mga
buluhaton sa dili pa moabot ang deadline.
4. Ang magtutudlo nagpadayon sa masters o doctorate
degree.
5. Ang magtutudlo mitambong sa nagkalain-laing
pagbansay-bansay ug seminar nga may kalabutan sa
pagtudlo ug kurikulum.

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