ALS TEACHERS’ TECHNOLOGICAL, PEDAGOGICAL AND CONTENT KNOWLEDGE AND STUDENTS’ PERFORMANCE AND ATTITUDE: TOWARD A TEACHER DEVELOPMENT FRAMEWORK

Equipping Alternative Learning System (ALS) students with 21st-century skills requires mobile teachers with knowledge in technology utilization, content understanding, and lesson delivery. Thus, this study examined the relationship between ALS teachers’ Technological, Pedagogical, and Content Knowledge (TPACK) and students’ performance and attitude towards schooling. The research aimed to determine whether teachers' TPACK significantly influences student outcomes to eventually propose a framework for teacher development. A total of 162 ALS teachers and 387 students participated in the study. The research employed descriptive and correlational methods, utilizing documentary analysis and validated questionnaires. Data were statistically treated using weighted mean and Spearman Rank-Order Correlation Coefficient. Findings revealed that ALS teachers possessed a “good” level of TPACK, while students exhibited a generally “favorable” attitude towards schooling and achieved “fairly satisfactory” performance in the Accreditation and Equivalency (A&E) Test. Despite these outcomes, statistical analysis indicated that the TPACK of ALS teachers had a non-significant correlation with students’ attitude and only a low, non-significant correlation with students’ performance in the A&E Test. These results suggest that while teachers possess essential instructional competencies, these do not significantly influence student achievement and disposition toward schooling in the ALS context. The study recommends the adoption of the Enriched Instructional Framework for Mobile Teachers’ Development (EIFMT) to enhance pedagogical practices and integrate more effective technological applications. This framework is envisioned to transform students’ attitudes to “highly favorable” and improve A&E test performance to “highly satisfactory.” Strengthened support from school administrators, supervisors, and parent-teacher associations is essential in the implementation of this framework to optimize student-learning outcomes in the ALS program.