Alternative Learning System (ALS) Teachers’ Andragogical Practices, Competence, and Creativity

This study investigated the andragogical practices, competence, and creativity of Alternative Learning System (ALS) teachers in Panay Island, Philippines, for the school year2024-2025, using a descriptive-correlational research design. Purposive sampling was employed to select respondents based on their experience in ALS program implementation.Data were gathered through a researcher-developed questionnaire, which assessed teachers’ profiles, andragogical practices, competence (via the Individual Performance Commitment and Review Form [IPCRF], and creativity in ALS instruction. To ensure reliability, the instrument was pilot-tested in the Schools Division of Passi City, Philippines. Statistical analysis included descriptive statistics and inferential tests such as the Mann-Whitney U test, Kruskal-Wallis H test, Chi-square test, and Spearman’s rho, conducted using SPSS software at a 0.05 significance level. Findings revealed that ALS teachers in Panay exhibited “Outstanding” competence (M=4.51) and creativity (M=4.14), particularly in innovative teaching methods (M=4.56) and the development of interactive instructional materials (M=4.49). No significant differences were observed in andragogical practices, competence, or creativity across demographic categories. However, a moderate positive correlation (r=0.268, p=0.000) was identified between andragogical practices and competence, while no significant relationships emerged between competence and creativity or andragogical practices and creativity.These results highlight the consistent application of adult learning principles, the exceptional competence and creativity of ALS teachers, and the need for further research into external factors that may influence creativity in ALS instruction.