Lived Experiences of ALS Teachers in the Fourth District of Iloilo

This study explored the lived experiences of Alternative Learning System (ALS) teachers in the Fourth District of Iloilo using a hermeneutic phenomenological approach. ALS teachers operate in complex and resource-limited non-formal education settings where they assume multiple roles beyond instruction, including community engagement, learner support, and coordination with stakeholders. Through in-depth, semi-structured interviews with purposively selected participants, the study generated rich narrative data that were analyzed using thematic interpretation. Findings revealed five essential themes of coping and resilience: (1) resilience rooted in a strong sense of calling and moral purpose, (2) learner-centered empathy as an emotional coping mechanism, (3) adaptive coping through experiential learning and acceptance of non-traditional teaching roles, (4) professional growth through reflective practice and innovation in constrained environments, and (5) hope-driven resilience anchored in belief in learners’ second chances and transformation. The results show that ALS teachers’ resilience is multidimensional, shaped by purpose, relational engagement, adaptation, continuous learning, and future-oriented hope. The study concludes that resilience in ALS is not only an individual trait, but a lived, evolving process embedded in the realities of non-formal education. These insights highlight the need for strengthened institutional support, professional development, and psychosocial interventions to sustain ALS teachers’ well-being and effectiveness.

Alternative Learning System (ALS); lived experiences; hermeneutic phenomenology; teacher resilience; coping strategies; non-formal education; Iloilo Philippines

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