Teaching Quality and Learners’ Outcome in Alternative Learning System

This study aimed to assess the level of teaching quality and learners’ outcomes in the Alternative Learning System (ALS) in Misamis Oriental for the School Year 2024–2025. It focused on describing the respondents’ characteristics, evaluating the quality of ALS teaching, determining learners’ outcomes, and identifying significant relationships and differences among variables. A descriptive-correlational method was used, involving 209 ALS teachers selected through universal sampling. A researcher-made questionnaire was employed, and both descriptive (frequency, percentage, mean, standard deviation) and inferential statistics (t-test, Pearson’s r) were applied for data analysis. Findings revealed that most ALS teachers were young, female, married, and held master’s degrees. Many had attended training/seminars at the district or school level. Respondents consistently demonstrated very high teaching quality, particularly in classroom management. Learners performed very satisfactorily in LS1 (Filipino). A significant positive relationship existed between teaching quality and learners’ outcomes. Moreover, teaching quality varied significantly based on age, educational attainment, and training/seminars attended. In conclusion, teaching quality significantly influences learners’ performance. It is recommended that ALS implement targeted professional development focusing on critical thinking and problem-solving skills. Such initiatives can enhance instructional practices and positively impact learner achievement.