International Journal For Multidisciplinary Research

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

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 8, Issue 3 (May-June 2026) Submit your research before last 3 days of June to publish your research paper in the issue of May-June.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 8 Issue 3
May-June 2026

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

Navigating Sustainable Practices of Alternative Learning System Teachers

Author(s) Ms. Sweet Danica Negro Aque, Dr. Juliet L Pacursa
Country Philippines
Abstract This study explored the sustainable experiences of Alternative Learning System (ALS) teachers in the Division of Malaybalay City. The paper provides an in-depth perspective on key challenges and highlights effective strategies for ensuring quality teaching in ALS programs.
This study employed hermeneutic phenomenological design. Ten ALS teachers were purposively selected as participants. Data were gathered through in-depth interviews utilizing a semi-structured interview guide, as well as through focus group discussions.
Five key themes emerged regarding the sustainable experiences of Alternative Learning System teachers: Creative and Innovative Use of Resources Practicing Commitment, Collaboration, and Resilience; Flexible and Technology-Supported Learning Access; Resilience and Purpose-Driven Motivation; Differentiated and Learner-Centered Practices in an Inclusive and Culturally Responsive Learning Environment.
The study showed that ALS teachers’ sustainable practices are grounded in creativity, dedication, adaptability, and an emphasis on inclusivity and learner-centered methods. Based on these findings, it is recommended that educational leaders and policymakers strengthen support systems and professional development opportunities to further empower ALS teachers in sustaining and enhancing quality education.
Field Sociology > Education
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-07
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.77472
View / Download PDF File

Share this



E-ISSN 2582-2160
CrossRef

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 8 Isu 2Cover Page Vol 8 Isu 1Cover Page Vol 7 Isu 6

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About IJFMR
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +91-9687-828-838 editor@ijfmr.com
Powered by Sky Research Publication and Journals