To sustain and deepen a culture of societal recognition for our ALS implementors—especially the teachers who often navigate complex, under-resourced, and shifting educational landscapes—it is imperative to give intentional tribute to their work. Many ALS educators operate across diverse contexts that challenge traditional notions of teaching, and in doing so, they may experience a form of professional identity crisis. Yet, their commitment to ensuring that out-of-school youth and adult learners complete the ALS program and achieve certification is nothing short of transformative.

Recognizing their contributions is not merely symbolic—it is a strategic act of affirmation. It reinforces their professional dignity, validates their pedagogical innovation, and strengthens their resolve to serve learners who are often overlooked by mainstream systems.

To better promote ALS teachers' professional identities and provide them a sense of equality within the educational system, institutions and politicians should take a number of proactive measures.

First, it is crucial to create and disseminate explicit professional standards for ALS teaching positions, competencies, and expectations that are on par with those in the formal sector. Their professional identity will be further supported by providing clear career growth options, such as leadership roles exclusive to ALS, promotions, and recognition of skills. It's also crucial to guarantee that ALS teachers have equal access to professional development opportunities including workshops, training, and scholarships. Customized curricula that tackle the particular difficulties of teaching ALS without excluding or undervaluing it are just as crucial.

Another important component is participation in institutional activities. Ensuring ALS teachers are represented in teacher associations, committees, and policy discussions, as well as actively including them in planning, celebrations, and decision-making bodies at the school and division levels, will demonstrate institutional respect and belonging. The accomplishments of ALS instructors can be further highlighted by public acknowledgment through events, social media campaigns, and education summits. Additionally, sharing success stories of ALS teachers and students challenges stereotypes and increases awareness among stakeholders and policymakers. Ensuring parity also requires addressing the differences in pay, benefits, and job security between ALS and traditional school teachers. Fair remuneration validates the importance of ALS positions.

Mentoring and supportive supervision have to be given top importance as well. Collegial support and shared learning will be promoted by mentorship programs that match ALS teachers with seasoned educators and regular, strengths-based supervision that prioritizes professional development over compliance. ALS teaching will be further validated as a valued system through successful initiatives including ALS Teacher Awards, cross-system collaboration, and the creation of ALS Resource Centers. ALS teachers' opinions are respected and heard when they are involved in curriculum creation and policy revision.

Thus, institutional commitment—rather than merely token gestures—is needed to validate the professional identities of ALS teachers. The entire educational system is strengthened when ALS teachers are empowered to provide some of the most disenfranchised students with high-quality instruction because they feel appreciated and supported.

As a DepEd teacher, I have co-teachers who were once ALS implementers. I also know some current ALS implementers and shared in their joy when I saw them finally absorbed into the DepEd system. I once conducted interviews with ALS teachers in our district for my class report, and through those conversations, I heard their concerns and frustrations. However, none of them expressed feeling inferior to DepEd teachers. Personally, I don’t see them as less either. In fact, I believe their work is even more challenging, and I truly appreciate the effort and dedication they put into their roles.

1. How can institutions and policymakers better support the professional identity of ALS teachers?

ALS teachers should be treated as full members of the education system. This means giving them the same respect, opportunities, and platforms to share their work and successes. But based on what I’ve seen, I don’t really feel that ALS teachers are treated unequally compared to non-ALS DepEd teachers.

For ALS implementers who are not yet absorbed in DepEd, I’ve observed that those who volunteer as ALS teachers usually have a better chance of getting into DepEd. But I also know some who have been waiting a long time to be absorbed. So, having clear guidelines on how they can be regularized or promoted would help them feel more secure and valued.

There should be regular training and seminars that match their needs. These help them improve and show that their work is important. I’m not sure how many training opportunities ALS teachers get but based on my own experience as a DepEd teacher, even we rarely get to attend trainings and seminars. Most of the time, it’s the school heads who are given those chances.

Just what I have learned, ALS teachers receive more benefits than some regular DepEd teachers. It is right to give them higher salaries, benefits, and job security to recognize that their role is equally important.

2. What practices or strategies have you seen that help ALS teachers feel recognized and valued as equals in the education system?

In our district, the ALS office is in the central elementary school, so I don’t get to interact with ALS teachers every day. But during district meetings, I observe that all DepEd teachers, including ALS teachers and implementers, attend together. However, we can't deny that those ALS implementers who are not yet absorbed in DepEd may still feel a bit of awkwardness.

Based on my experience, I believe that the success stories of ALS implementers are being shared, but these stories need to be highlighted more and given stronger recognition.

Also, support from fellow teachers is very important. It helps ALS teachers feel that they are truly part of the DepEd family. We should help remove the feeling that they are different or less lucky compared to others.

For me, ALS teachers deserve equal opportunities, and they even deserve more. Since we are one family in DepEd, we should help and uplift one other.

Making sure that the recognition system for ALS teachers are in wide spectrum and far-reaching can help assuage the cliche perception of their identity crisis.

Forging partnerships with local, national, and global award-giving bodies can be explored. Award-giving bodies such as the Metrobank Foundation’s Model Teachers Award and the CEAP’s Pro Deo et Patria Award can institutionalize this recognition. Additionally, the Global Teacher Prize is a prestigious award equated to Nobel Peace Prize for teachers. This is given by Varley Foundation, conferring the award with $1million cash prize to teachers who made an impact to education and the community. These platforms can spotlight ALS educators whose work embodies excellence, resilience, and social justice, thereby inspiring others and elevating the status of alternative education nationwide.

Let us commit to honoring the invisible labor of ALS teachers—not only through applause, but through structured, sustained mechanisms of tribute that affirm their identity, amplify their impact, and dignify their vocation.

I believe one of the most important steps institutions and policymakers can take to support the professional identity of ALS teachers is to ensure that their work is recognized with equal legitimacy compared to teachers in the formal system. ALS teachers are not “less than”;in fact, their work requires unique skills in flexibility, empathy, and contextualization that formal classrooms often do not demand. This recognition must go beyond symbolic statements and translate into tangible measures such as fair compensation, access to professional development, and clear pathways for career advancement.

Moreover, I have seen that inclusive professional learning opportunities help strengthen this sense of identity. When ALS teachers are invited to the same trainings, conferences, and policy discussions as formal school teachers, they feel valued as part of the larger education community. Another practice that makes a difference is celebrating ALS achievements publicly where DepEd highlights success stories of both teachers and learners through school events, local government platforms, or even media coverage. This helps shift community perception and affirms that ALS is a legitimate and vital arm of the education system.

Finally, the professional identity of ALS teachers grows when they are given space to belong—through institutional recognition, equitable opportunities, and platforms to showcase their impact. By affirming their role as equal partners in nation-building, we not only uplift teachers but also strengthen the learners and communities they serve.

I can definitely relate to the struggles that ALS teachers face. One of the most important ways institutions and policymakers can support ALS teachers is by ensuring they receive the same level of respect and professional development as formal school teachers. Providing more recognition for the critical work they do, like through public acknowledgment or educational events, would make a big difference. Offering better resources, training, and opportunities for career advancement would also help ALS teachers feel more valued and supported in their roles.

From what I’ve seen, one effective strategy is creating more networking opportunities where ALS teachers can come together to share ideas and experiences. This could be through regular meet-ups or online platforms where they can discuss challenges and best practices. This helps them feel less isolated and more connected to the broader education community. Another great way to support them is by advocating for their inclusion in decision-making processes about education policies. When ALS teachers are involved in these discussions, it validates their experience and expertise, helping them feel like they belong.

In Bukidnon, the Alternative Learning System (ALS) serves out-of-school youth, adults, and indigenous learners in remote communities. While ALS teachers carry out this crucial mission, they often face challenges in being fully recognized as professional educators. Strengthening their identity and legitimacy is key to sustaining both their motivation and the success of ALS.

How institutions and policymakers can support the professional identity of ALS teachers in Bukidnon

Practices and strategies that help ALS teachers feel recognized and valued

• Inclusive Leadership in Schools Division of Bukidnon – Assign ALS focal persons and include ALS teachers in decision-making to affirm their role as equal contributors in the education system.
• Community Partnerships – Work with LGUs, barangays, and NGOs to institutionalize ALS and uplift the image of teachers as respected educators.
• Public Recognition in Local Events – Feature ALS teachers and learners during ALS Month, graduation, or recognition rites to enhance visibility and prestige.

Ray Butch D. Mahinay

A Registered Qualified Applicant in DepEd, who receives a plantilla position for ALS teacher, enjoys the same salary grade based on the Teacher I-III scale, along with benefits such as PERA, MID-YEAR and YEAR-END bonuses, step increments, leave privileges, loyalty awards and medical allowance. They can even monetized unused leave credits during service and receives hardship allowances. When it comes to professional development they do have good quality trainings and capacity-building programs for ALS teachers. They do also have a similar career progression path as teachers in the formal school does. What I mean here is that if the ALS TEACHER is holding a permanent plantilla item under DepEd, then they are treated just like regular public school teachers.

Despite the benefits and privileges mentioned, ALS teachers have long struggled with professional identity and recognition ( by which I did not particularly concern myself with the issue, since I knew about the benefits and support extended to them by the government). They often face misconceptions that they are "less than" formal school teachers, despite handling complex teaching contexts. This misconception surrounding professional identity of ALS teachers may be attributed to prevailing cultural norms and prejudices that assume teaching should only occur within the formal school structure. This overlooks the reality that the advocacy of ALS represents a breakthrough and a transformative approach to education.

Educational Institutions and policy-makers in Education might reconsider involving ALS personnel in creating reforms & planning. Thus, giving the opportunity and labeled as important contributor in the society. In the professional community practice, there should be a sustained collaboration and consistent involvement in activities and trainings between ALS and formal school teachers ( which is observed in our municipality) to negate the issue. Efforts must be directed toward fostering integration and mutual recognition within the education community. Further, in terms of mentoring roles, why not position ALS teachers as resource persons and speakers in literacy, alternative delivery modes, and community engagement, by which these are the areas where their expertise is unique. By doing so, their advocacy and voices can be seen as an integral part of the community as a whole.

ALS teachers play a vital role in reaching learners who are often left out of the formal education system, but their work is sometimes undervalued. Many struggle with recognition, since they are seen as “different” from formal school teachers, even though they perform equally important responsibilities. This can affect their sense of professional identity and motivation.

To support them, institutions can provide equal access to training, benefits, and career development opportunities. Recognizing ALS teachers in official programs, involving them in policymaking, and showcasing their success stories can help affirm their legitimacy as educators. Collaboration between ALS and formal school teachers also builds mutual respect and reduces the gap in recognition.

Simple but consistent practices—like community acknowledgment, awards, and better working conditions—can go a long way in making ALS teachers feel valued. Ultimately, treating them as equal partners in education strengthens not only their identity but also the entire learning system.

In my experience, I have co-teachers who once served as ALS volunteer teachers before being officially absorbed into DepEd. During those times, I never considered them any less than formal school teachers. In fact, I deeply admired their dedication to reach out to ALS learners, often going beyond their means, sometimes even spending from their own pockets for transportation, materials, and lesson preparation. Their commitment to serve despite limited resources is truly commendable.

To strengthen the professional identity of ALS teachers, institutions and policymakers should provide them with full recognition and appreciation for their work. They deserve equal respect as part of the education community, given their vital role in bringing education to out-of-school youth and adults. More structured opportunities for training, professional development, and access to resources aligned with the ALS curriculum are also essential in ensuring that they feel supported and empowered in their work.

Based on my own observations, ALS teachers are regularly included in district and municipal activities, which helps affirm their role and value. Simple acts of inclusion, acknowledgment, and providing them with platforms to showcase their expertise can go a long way in making them feel that they truly belong in the DepEd family.

When asked about their work, some ALS teachers often reply, “Ay, ALS lang,” with a hint of embarrassment. Many of the ALS teachers I know do not seem proud of their role. For some, teaching in ALS is viewed as a gateway to a position in the formal school system—a stepping stone rather than a destination. The same pattern appears in private schools, where teachers sometimes accept lower pay mainly to gain the experience required for public school employment. This mindset reveals a deeper gap: when a role is treated merely as an instrument for something “greater,” its value is diminished.

If we truly want to strengthen the ALS program and help its teachers gain confidence and dignity, we must recognize that being an ALS teacher is a meaningful career in itself—not just a temporary bridge to another job.

As a private school administrator, I often ask my teachers why they leave. Their answer is almost always the same: “Father, kung dako lang jud ang sweldo diri sa private, kanang makatabang sa among pamilya, dili man mi mubalhin.” (Father, if the salary here were enough to support our families, we wouldn’t transfer.) Their ultimate reason is clear: to provide for their families.

The same is true for many ALS teachers. If they were compensated well enough to meet their family’s needs, they might not aspire to transfer to the formal school system. Some ALS teachers already receive salaries comparable to public school teachers, but many still serve as de facto volunteers, receiving only a small honorarium. That amount is simply not enough to sustain a family.

For ALS to thrive, the government must take a hard look at this reality. DepEd should reassess the salary grades and ensure that ALS teaching is not treated as voluntary work. Adequate, stable compensation would affirm that being an ALS teacher is not merely a means to an end, but a valuable profession worth committing to.