Instructional Competencies of Alternative Learning System (ALS) Teachers: Basis for Career Advancement Program

This study aimed to determine the instructional competencies of ALS teachers in the Schools Division of Camarines Norte by examining their profiles, teaching performance, instructional competencies, relationships between variables, challenges, and opportunities, and proposing an intervention for career advancement. Using a quantitative, descriptive-correlational research design, data were collected from 50 ALS teachers across 14 districts and analyzed through statistical tools such as frequency, percentage, weighted mean, and Pearsons Product-Moment Correlation. The findings revealed that most ALS teachers are female, aged 31-40, with 1-5 years of experience, managing 51-75 learners per section and attending an average of 3-4 training sessions. Their teaching performance was strong in content knowledge, pedagogy, and classroom management, but assessment practices needed improvement. A significant relationship was found between educational attainment, training participation, class size, and teaching performance, while instructional competence in assessment negatively correlated with curriculum planning. Key challenges included learner absenteeism, lack of resources, and limited local support, whereas professional development and differentiated instruction were identified as growth opportunities. Project SALEN was proposed as an intervention focusing on targeted training, stakeholder collaboration, and improved assessment strategies. The study concludes that ALS teachers are highly competent, especially in content knowledge and pedagogy, but need development in handling diverse learners and assessment practices. Higher education, training, and larger class sizes positively influence teaching performance. To enhance instructional competencies, the study recommends future research on teacher profiles, the development of professional training programs, continuous learning for ALS teachers, and further evaluation of interventions. Strengthening inclusion, addressing absenteeism, and promoting differentiated instruction are also essential for improving teaching effectiveness and career advancement in the ALS system.