International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Breaking Barriers: Experiences of ALS Teachers in Providing Second-Chance Education to Marginalized Learners

Author(s) Ms. Madonna M Mallilin
Country Philippines
Abstract This qualitative study explored the lived experiences of Alternative Learning System (ALS) teachers in delivering second-chance education to marginalized learners and investigated how policy and institutional support influenced their capacity to provide inclusive and transformative learning experiences. Utilizing a phenomenological design, data were gathered through focus group discussions and in-depth interviews, thematic analysis, and narrative inquiry to capture authentic teacher voices.
Highlighting the complex and nuanced realities of the participants, the findings reveal that ALS teachers confront persistent challenges in delivering second-chance education. Among these are irregular learner attendance, lack of adequate resources and ICT facilities, psychosocial barriers such as low self-esteem, and the complexity of teaching highly diverse and multi-level learners. They also face systemic limitations, including inadequate institutional support, constrained funding, and limited opportunities for professional development. Despite these constraints, ALS teachers demonstrated resilience, adaptability, and innovation. They employ differentiated instruction, contextualized and experiential learning strategies, and affective support to foster learner motivation and engagement.
The study concluded that ALS teachers not only serve as educators but also as mentors, counselors, and community advocates. Their work embodies the transformative essence of second-chance education, where both learners and teachers undergo personal and professional growth. Learners acquire literacy, life skills, and renewed self-worth, while teachers develop empathy, reflective practice, resilience, and a stronger sense of purpose.
The recommendations included strengthening the policy framework and improving institutional support through sustained funding, provision of updated learning resources, conducive learning spaces, and regular capacity-building activities for ALS teachers. To ensure successful engagement in the program, learners should be provided with opportunities to address economic challenges and developmental activities to mitigate psychosocial barriers. These measures are necessary to ensure inclusivity, sustainability, and meaningful impact in second-chance education.
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-02
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.77068
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