This study explored the lived experiences of Alternative Learning System (ALS) teachers as agents of transformation in alternative education using a phenomenological research design. Ten (10) ALS teachers from the Laak South District, Davao de Oro shared in-depth accounts of the challenges they encountered, the coping strategies they employed, and the insights they gained in their professional practice. Four major themes emerged: (1) challenging yet rewarding experiences, (2) teachers as agents of transformation, (3) learner empowerment and skill development, and (4) community and family support as essential to learner success. Coping strategies included instructional flexibility and creativity, resourcefulness amid limitations, collaboration and community support, and reflective practice and self-care. Teachers' insights emphasized holistic and transformative education, celebrating small wins, learner-centered and community-engaged approaches, and resilience for sustainability. These findings support the vision of the United Nations through the Sustainable Development Goals, particularly SDG 4 (Quality Education), as ALS initiatives promote inclusive, equitable, and lifelong learning opportunities for marginalized learners, while also contributing to SDG 10 (Reduced Inequalities). The study implies the need for strengthened institutional and policy support for ALS teachers through sustained professional development, adequate resources, and enhanced community partnerships to ensure program sustainability. Recognizing teachers' resilience and innovative practices may further improve ALS implementation and advance transformative, inclusive education in diverse learning contexts.
Beverly Asparo (Tue,) studied this question.