Teachers’ Self-Efficacy, Pedagogical Practices, and Challenges in the Alternative Learning System: Their Influence on Learners’ Engagement
Abstract
This study assessed teachers’ self-efficacy and pedagogical practices, learners’ engagement, implementation challenges, and coping mechanisms in the Junior High School Alternative Learning System (ALS) of Bohol Division during School Year 2025–2026. Anchored in Social Cognitive Theory, the Pedagogical Content Knowledge Framework, and Self-Determination Theory, the study employed a convergent-parallel mixed-methods design with a descriptive-correlational component. Participants included 30 ALS teachers and 590 Junior High School ALS learners from 15 school districts, with 10 teachers participating in qualitative interviews. Data were collected using survey questionnaires and semi-structured interviews and analyzed through weighted mean, Spearman’s Rho, and thematic analysis. Results showed high teacher self-efficacy (M = 3.35), highly practiced pedagogical practices (M = 3.35), and moderate learner engagement (M = 3.19). Teachers’ self-efficacy (p = .741) and pedagogical practices (p = .753) were not significantly related to learner engagement. Major challenges included limited learning resources and professional development, inadequate funding and logistical support, absenteeism and dropout, low learner motivation, and communication barriers. Teachers coped through collaboration, resilience, communication, home visits, and personalized and emotional support. The findings indicate that teacher confidence and instructional competence alone do not directly influence learner engagement, emphasizing the importance of addressing resource gaps, learner motivation, and sustained professional development. The study supports SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), SDG 10 (Reduced Inequalities), and SDG 17 (Partnerships for the Goals) by advancing equitable alternative education and stakeholder collaboration. Its sustainability impact encompasses educational, socio-economic, community, institutional, and policy dimensions by providing evidence for strengthening teacher support, learner engagement, program management, and sustainable ALS delivery.