Teacher's Competency Level and Learners' Performance in the Alternative Learning System in the Division of South Cotabato

Abstract

INTRODUCTION

Equalizing access and opportunities in education is "one of the most important conditions for overcoming social injustice and reducing social disparities, and also a condition for strengthening economic growth" (UNESCO,2008a:24). Alternative Learning System (ALS) Accreditation & Equivalency (A&E) Program plays a vital role in achieving the educational goal. This also provides learners equivalency alternatives beyond primary level and assist them in work-related activities for improvement of the quality of life.

METHODS

This study aimed to determine the relationship of the teachers' competency level and the learners' performance in the Alternative Learning System 2016. Likewise, it determined the relationship of the socio-demographic profile of teachers such as gender, educational attainment, years of teaching experience in ALS, salary, and Performance rating for CY 2016 (IPCRF) and their Competency Level. The respondents of the study included39 ALS mobile teachers and 100 learners in the ALS for Calendar Year 2016. Descriptive-correlation method employing survey questionnaire was used. Secondary sources were teachers' performance rating based on their Individual Performance Commitment Review Form (IPCRF) and also the learners' performance in the Competency-Based Examination Accreditation & Equivalency 2016. Frequency, Percentage, Mean, and Pearson r were used as statistical tools to analyze and interpret the data gathered.

RESULTS

Results show that ALS mobile teachers were highly competent. The learners' Passed the Competency-Based Examination A&E 2016. Teaching experience and performance ratings show significant relationship to teachers' competence.

DISCUSSIONS

Results indicate that learners performed better when teachers in the ALS are highly competent. With the findings of the study on teachers' and learners' performance in the alternative learning system accreditation and equivalency, the research proposed an enriched instructional program based on teachers' competence.