Alternative Learning System (ALS) Teachers’ Professional Development, Instructional Practices, and Productivity

References

[1] AbdulRab, H. (2023). Teacher Professional Development in the 21st Century. African Journal of Education and Practice, 9(4), 39-50. https://doi.org/10.47604/ajep.2237

[2] Ajani, O.A. (2022). Exploring the Teacher Professional Development Activities: Perspectives of Nigerian High School Teachers. International Journal of Learning, Teaching and Educational Research, 21 (6), 34-49. https://doi.org/10.26803/ijlter.21.6.3

[3] Anisah, N., Gistituati, N., & Rusdinal. (2020). Analysis of Factors Affecting Teachers' Productivity. In Advances in Social Science, Education and Humanities Research (Vol. 504, pp. 395-399). Proceedings of the 2nd International Conference Innovation in Education (ICoIE 2020).

[4] Ayeni, A.J. (2022). Instructional Planning and Productivity in Public Secondary Schools in Ondo State, Nigeria. Journal of Management and Business Education, 5(3), 266-281. https://doi.org/10.35564/jmbe.2022.0016

[5] Bektaş, F., Kılınç, A. Ç., & Gümüş, S. (2022). The Effects of Distributed Leadership on Teacher Professional Learning: Mediating Roles of Teacher Trust in Principal and Teacher Motivation. Educational Studies, 48(5), 602-624.

[6] Bellibaş, M.Ş., Gümüş, S., & Liu, Y. (2021). Does School Leadership Matter for Teachers’ Classroom Practice? The influence of instructional leadership and distributed leadership on instructional quality. Sch. Eff. Sch. Improv. 32, 387-412. https://doi.org/10.1080/09243453.2020.1858119

[7] Calonia, J.T., Lopez, J.S., Bejoc, J.B.B., Malacad, J.M.L., Oro, E.R.D., & Cuesta, I.S. (2023). Teachers’ Instructional Practices and Students’ Academic Achievement in a Virtual Learning Environment. International Journal of Innovative Science and Research Technology, 8(6), 489-495.

[8] Clores, L.J., & Nueva España, R.C.N. (2023). Assessment of Teachers’ Instructional Practices: Towards Proposing an Innovative Instructional Model for Teaching-Learning Material in Chemistry. Journal of Practical Studies in Education, 4(4), 1-15. https://doi.org/10.46809/jpse.v4i4.69

[9] Constantinou, C., & Wijnen-Meijer, M. (2022). Student Evaluations of Teaching and the Development of a Comprehensive Measure of Teaching Effectiveness for Medical Schools. BMC Medical Education, 22(1), 113.

[10] Defining Sexual Health. (n.d.). https://www.who.int/teams/sexual-and-reproductive-health-and-research/key-areas-of-work/sexual-health/defining-sexual-health

[11] DepEd. (2021). DepEd Order No. 5, s. 2021 Implementing Guidelines on the Release, Utilization, Monitoring, and Reporting of Program Support Funds for the Pilot Implementation of Inclusion of Alternative Learning System in School-Based Management for School Year 2020-2021.

[12] Elujekwute, E.C., Umar, I., Danburam, I.U., & Uwalaka, M.C. (2022). Relevance of the System Theory to the Effective and Efficient Management of Education in Nigeria. Sapientia Foundation Journal of Education, Sciences and Gender Studies, 4(3), 277-284.

[13] Encarnacion, R.M., Crescencio, D.A., Antipala, M.J.M., Oberes, M.A., Bautista, C.M., Oponda, G.S., & Neri, R. (2023). Enhancing Teacher Productivity through Instruction-Related Support. World Journal on Education and Humanities Research, 3(4), 37-48.

[14] Francisco, C.D.C., & Celon, L.C. (2020). Teachers’ Instructional Practices and Its Effects on Students’ Academic Performance. International Journal of Scientific Research in Multidisciplinary Studies, 6(7), 64-71.

[15] Jourdan, D., Gray, N.J., Barry, M.M., Caffe, S., Cornu, C., Diagne, F., & Sawyer, S.M. (2021). Supporting Every School to Become a Foundation for Healthy Lives. The lancet child & adolescent health, 5(4), 295-303.

[16] Hann, T. (2020). Investigating the Impact of Teacher Practices and Noncognitive Factors on Mathematics Achievement. Res. Educ. 108, 22-45. https://doi.org/10.1177/0034523719842601

[17] Havea, P.H., & Mohanty, M. (2020). Professional Development and Sustainable Development Goals. In Encyclopedia of the UN sustainable development goals (pp. 1-12). https://doi.org/10.1007/978-3-319-69902-8_53-1

[18] Hua, S. (2024). Teaching Motivation, Performance, and Work Productivity of Higher Education Faculty in China: Basis for Teacher Development Plan. International Journal of Research Studies in Education, 13(7), 61–74. https://doi.org/10.5861/ijrse.2024.24633

[19] König, J., Blömeke, S., Jentsch, A., Schlesinger, L., Née Nehls, C.F., Musekamp, F., et al. (2021). The Links between Pedagogical Competence, Instructional Quality, and Mathematics Achievement in the Lower Secondary Classroom. Educational Studies in Mathematics, 107(2), 1890-212. https://doi.org/10.1007/s10649-020-10021-0

[20] Lacy, S.Y. (2023). Evaluation of How Teacher Professional Development Training Influences Teacher Instructional Practice (Electronic Theses and Dissertations No. 2832). University of Mississippi. https://egrove.olemiss.edu/etd/2832

[21] Larsen, N.E., & Jang, E.E. (2021). Instructional Practices, Students’ Self-Efficacy and Math Achievement: A Multi-Level Factor Score Path Analysis. Can. J. Sci. Math. Technol.Educ. 21, 803–823. doi: 10.1007/S42330-021-00181-3

[22] Lee, H.C., & Wang, H.Y. (2020). Incorporating Reflection and Self-Evaluation into Professional Development Programs for Teachers in ASEAN Countries. Journal of Education and Human Development, 9(2), 81-93.

[23] Mohamed, H., Arulpragsam, J., & Hussain, M.A.M.B. (2024). Impact of Teacher’s Professional Development Programme on Students’ Performance in Secondary Schools. International Journal of Academic Research in Progressive Education and Development, 13(3), 5092-5106. https://doi.org/10.6007/IJARPED/v13-i3/22839

[24] Morales, M.J.Q., & Matriano, E.A. (2023). Practices, Challenges, and Perceived Impact of Professional Development Activities among Senior High School Teachers. Cognizance Journal of Multidisciplinary Studies, 3(12), 136-150. https://doi.org/10.47760/cognizance.2023.v03i12.012

[25] Moyo, T., & Rughani, P. (2020). Overcoming the Challenges of Professional Development for Teachers in Africa through Technology. Education Sciences, 10(8), 209.

[26] Nallaluthan, K., Masran, M.N., Thurasingam, V., & Kanapathy, K. (2023). Malcolm Knowles’ Theory of Andragogy at Research Management and Innovation Centre Universiti Pendidikan Sultan Idris (RMIC-UPSI): Work-Based Learning Model. Evaluation Studies in Social Sciences, 4(2), 30–50. https://doi.org/10.37134/esss.vol4.2.4.2023

[27] Nguyen, T.T.H., Nguyen, N.H., & Nguyen, H.T. (2021). Incentives for Engaging in Professional Development Among Teachers in ASEAN Countries. Journal of Educational Research and Evaluation, 9(1), 46-57.

[28] Ogosu, D.A., & Agi, U.K. (2024). Improving Teachers Productivity through Enculturation in Secondary Schools. International Journal of Scientific Research in Education, 17(1), 49-59.

[29] Osman, D.J., & Warner, J.R. (2020). Measuring Teacher Motivation: The Missing Link between Professional Development and Practice. Teaching and Teacher Education, 92, 103064. https:// doi. org/ 10. 1016/ j. tate. 2020.103064

[30] Padillo, G.G., Manguilimotan, R.P., Capuno, R.G., & Espina, R.C. (2021). Professional Development Activities and Teacher Performance. International Journal of Education and Practice, 9(3), 497-506. https://doi.org/10.18488/journal.61.2021.93.497.506

[31] Republic Act No. 11510. (n.d.). https://lawphil.net/statutes/repacts/ra2020/ra_11510_2020.html

[32] Saleh, S., & Jing, T.A. (2020). Instructional Practices in Science Education in German and Malaysian Secondary Schools: A Comparative Case Study. International Journal of Instruction, 13(4), 267–282. https://doi.org/10.29333/iji.2020.13417a

[33] Sanghi, S. (2022). Age as a Site of Law’s Meaning-Making Practices. Jindal Global Law Review, 13(2), 221–229. https://doi.org/10.1007/s41020-022-00185-6

[34] Sharma, R., & Shukla, C.S. (2023). Constructivist Approach in Education: Projecting the Insights of Piaget and Vygotsky into the Future. International Journal of Research Culture Society, 7(3), 79-84. https://doi.org/10.2017/IJRCS/202303016

[35] Singh, R.K., & Chandra, B. (2020). Teacher Professional Development in India: A Review of Literature. Education and Information Technologies, 25(2), 1125-1140. https://doi.org/10.1007/s10639-019-10024-x

[36] Tham, C.L., & Ismail, I.A. (2020). The Role of Mentoring in Supporting Professional Development for Teachers in ASEAN Countries. Journal of Mentoring and Tutoring, 28(3), 210-222.

[37] Tuan, L.T., & Nguyen, T.D. (2020). Coaching for Teacher Professional Development in ASEAN Countries. Journal of Educational Leadership, Policy and Practice, 35(2), 63-76.

[38] Ulfa, F., Rony, Z.T., & Suroso, S. (2022). The Influence of Teaching Experience, School Culture, and Motivation on Teacher Performance. 359-367. https://journalkeberlanjutan.com/index.php/ijesss

[39] Unknown. (n.d.). Manual on Position Classification and Compensation. In Manual on Position Classification and Compensation. https://www.dbm.gov.ph/wp-content/uploads/2012/03/Manual-on-PCC-Chapter-2.pdf

[40] US Census Bureau. (2024). Educational Attainment. Census.gov. https://www.census.gov/topics/education/educational-attainment.html

[41] Van Den Bossche, P., Gijselaers, W.H., Segers, M., & Kirschner, P.A. (2020). Personalized Professional Development for Teachers: A Review of the Literature. Frontiers in Education, 5, 586452.

[42] Villamarzo, C.C., & Ching, D. (2024). The Role of Instructional Practices to Teaching and Professional Efficacy Toward Productivity in the Workplace. TWIST, 19(3), 420-426. https://doi.org/10.5281/zenodo.10049652

[43] Yang, X., Kaiser, G., König, J., & Blömeke, S. (2020). Relationship between Preservice Mathematics Teachers’ Knowledge, Beliefs and Instructional Practices in China. ZDM Math. Educ. 52, 281–294. doi: 10.1007/S11858-020-01145-X

[44] Zakariya, Y.F., & Adegoke, N.A. (2024). Teacher Instructional Practices: Untangling their Complex Relations with Self-Efficacy, Job Satisfaction, Stress, and Cooperation among Mathematics Teachers. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1367076

@article{1717182,
      author = {Marisol P. Servillon, Erly M. Martir},
      title = {Alternative Learning System (ALS) Teachers’ Professional Development, Instructional Practices, and Productivity},
      journal = {Iconic Research And Engineering Journals},
      year = {2026},
      volume = {9},
      number = {11},
      pages = {272-291},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1717182.pdf},
      abstract = {A descriptive-correlational research design was utilized to investigate the Alternative Learning System (ALS) teachers’ professional development, instructional practices, and productivity in the Schools Division of Antique for the School Year 2024-2025.  The respondents of this study were the 95 ALS teachers purposively selected as participants.  Data were gathered using a researcher-modified questionnaire that was validated and pilot-tested.  The findings showed that ALS teachers demonstrated their professional development to a very great extent and very high level of productivity.  In terms of instructional practices, ALS teachers predominantly employed learner-centered approaches.  The findings also revealed consistency that there were no significant differences in the extent of professional development, instructional practices, and level of productivity of ALS teachers across all classifications.  The study concluded that ALS teachers exhibit very high professional standards and productivity.  Thus, it is recommended that they should emphasize the need for inclusive and targeted professional development programs, improved systems, and further research into areas that may determine their teaching quality.},
      keywords = {ALS Teachers, Professional Development, Instructional Practices, Productivity},
      month = {May},
      doi = {https://doi.org/10.64388/IREV9I11-1717182}
  }