Alternative Learning System Volunteer Teachers before Becoming A Full-Fledged Public School Teachers

Abstract

The Alternative Learning System (ALS) provides a vital educational pathway for out‑of‑school youth and adults in the Philippines and often serves as a stepping stone for volunteer teachers aspiring to secure permanent positions in the Department of Education (DepEd). This study explored the lived experiences of former ALS volunteer teachers in Maramag, Bukidnon, focusing on their motivations, sacrifices, coping mechanisms, and professional advice for aspiring educators. A qualitative phenomenological design was employed, and data were gathered from 15 purposively selected participants through semi‑structured interviews conducted either face‑to‑face or via Google Forms, depending on participants’ availability and location. Transcripts were analyzed using Braun and Clarke’s reflexive thematic analysis to identify recurring patterns in participants’ professional trajectories. Findings show that mentorship, community support, and the success stories of former ALS volunteers were the primary drivers that encouraged participants to pursue formal teaching careers, outweighing financial incentives. Despite this strong sense of mission, participants experienced pervasive financial instability, irregular or minimal honoraria, and a lack of instructional resources, which required significant personal and economic sacrifices. To cope with these challenges, they drew on purpose‑driven resilience—anchored in commitment to learners, faith, social support networks, and practical strategies such as side jobs and careful budgeting. Participants advised aspiring ALS volunteers to balance “heart and skill” by pairing compassion and patience with intentional professional preparation, continuous learning, and strategic planning for career progression. The study concludes that while intrinsic motivation and personal sacrifice sustain many ALS volunteers, relying on these alone is unsustainable and inequitable, particularly for those from less advantaged backgrounds. The findings underscore the need for DepEd and partner institutions to formalize mentorship structures, strengthen financial and resource support, and establish more structured hiring pathways that recognize ALS experience as a legitimate foundation for entry into the public school system. These insights contribute to ongoing discussions on ALS policy and teacher development by highlighting how volunteer‑to‑teacher pathways can be made more just, stable, and strategically integrated into the basic education workforce.