Intensification of Leadership, Rewards and Recognition through PROJECT SUCCESS Solving Underserved ALS Completers through Collaboration, Extensive Learning Sessions and Self Assessment

International Journal of Trend in Scientific Research and Development (IJTSRD)
Volume 5 Issue 5, July-August 2021 Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470
@ IJTSRD | Unique Paper ID – IJTSRD43915 | Volume – 5 | Issue – 5 | Jul-Aug 2021 Page 729
Intensification of Leadership, Rewards and Recognition through
PROJECT SUCCESS (Solving Underserved ALS
Completers through Collaboration, Extensive
Learning Sessions and Self-Assessment
Lalaine S. Gomera PhD
Education Program Supervisor, Agusan Del Sur Division, Mindanao, Philippines
ABSTRACT
This paper offers a qualitative-quantitative descriptive research design
involving the schools in the divisions of Agusan del Sur under Alternative
Learning System (ALS) Accreditation and Equivalent (A and E) program.
An adopted questionnaire from the Blake and Mouton Managerial Grid for
Leadership Self-Assessment and a validated questionnaire for Recognition
and Rewards was utilized. The respondents of this study were the mobile
teachers (MTs) and district ALS coordinators (DALCs), the successful ALS
A&E passers, and the division ALS supervisors (DALSSs). To verify and
validate the respondents’ answers, the researcher conducted an FGD to
provide evidences of the implementers and to track if there is an improved
quality of education through Project SUCCESS. This study concludes that
the teacher implementers show a positive indication that the project was
intensified and implemented with conscious effort, given the teachers’
understanding of ALS program and competence of how it should be
delivered to the learners. Likewise, student learners show a constructive
response relative to ALS program. This therefore recommends that
education sector can increase the depth and width of the impact assessment
of ALS Program under the K to 12 program. Doing so can ensure the
quality of the quantity of teachers and students that the education sector is
aiming for.
KEYWORDS: Intensification, Leadership, Rewards, Recognition,
Alternative Learning System
How to cite this paper: Lalaine S.
Gomera "Intensification of Leadership,
Rewards and Recognition through
PROJECT SUCCESS (Solving
Underserved ALS Completers through
Collaboration, Extensive Learning
Sessions and Self-Assessment"
Published in
International Journal
of Trend in
Scientific Research
and Development
(ijtsrd), ISSN: 2456-
6470, Volume-5 |
Issue-5, August
2021, pp.729-733, URL:
www.ijtsrd.com/papers/ijtsrd43915.pdf
Copyright © 2021 by author (s) and
International Journal of Trend in
Scientific Research and Development
Journal. This is an
Open Access article
distributed under the
terms of the Creative Commons
Attribution License (CC BY 4.0)
(http://creativecommons.org/licenses/by/4.0)
INTRODUCTION
“Alternative Learning System (ALS) is a subsystem of
Department of Education (DepEd) that serves as an
option of learners who cannot afford to go in a
formal education.”
Talingdan et al., 2018
This connotes literacy of which ALS is the key
answer to those who wish to pursue education even at
the latter part of individuals age. As emphasized by
McMullen of 2004,literacy is fundamental to the
achievement of the quality of life of a person.
Literacy is more than a basic reading ability, but
rather an indication of how adults use written
information to function in society.
Thereby, the Department of Education (DepEd)
through ALSprogram serves students at any level,
serves suspended or expelled students, serves students
whose learning styles are better served in an
alternative program, or provides individualized
programs outside of a standard classroom setting in a
caring atmosphere in which students learn the skills
necessary to redirect their lives (Mercado, 2015).
Through Accreditation and Equivalency Tests (A&E
Tests) which is a nationally administered tests that
aim to measure the competencies and life skills of
those who have not attended or finished the formal
elementary or secondary education, these assess the
learners to obtain certification of completion at
different exits in Basic Education, which may be used
to access further education, job promotion, entry to
job training, and employment.
Based on this premise, ALS Agusan del Sur worked
for better performance to attain DepEd’s Vision,
Mission and Goals. A project was conceptualized
IJTSRD43915

International Journal of Trend in Scientific Research and Development @ www.ijtsrd.com eISSN: 2456-6470
based on the result of A and E Passers in Elementary
for three (3) consecutive years from 2015-2017. It
revealed on the result that A & E elementary test
passers had low passing rate. Moreover, it was found
out during Focused Group Discussion (FGD) among
ALS implementers in the division that DALCS and
Mobile teachers have not met the exact contact hours
with the learners due to the following reasons:
learners are workers thus, they miss to attend classes;
schedule of classes are not religiously followed due to
some interruption of classes. Also, most of their
community learning centers are temporary in nature,
thus, learning environment are not conducive.
Another factor is the learning materials and facilities
are not sufficient. Likewise, community linkages are
not strengthened thus; less support is very evident.
Visibility to the assigned area are less evident as well.
And instructional Supervision is less evident.
These reasons and all need intensification on the
monitoring system through empowering, mentoring,
coaching, benchmarking and rewarding mechanisms.
This is based on principle of Leadership Rewards and
Recognition. The studyof Azardon and Nato’s (2015)
supports on different issues about ALS, for example,
tied up the A&E takers’ underperformance in the
A&E examination to a problematic ALS system
partly due to its usage of non-authentic and localized
assessment tools. Pinca (2015), on the other hand,
listed community-based instructional tools, delayed
release of travel allowance, and lack of instructional
tools while Fernandez (2013) took notice of
proximity of the Community Learning Centers
(CLCs) to the target clientele as among those that
need urgent action.
With these findings, project SUCCESS or “Solving
Underserved ALS Completers through Collaboration,
Extensive Learning Sessions and Self-Assessment” is
conceptualized which aims to increase passing rate by
72% by the year 2020. Part of the approved project is
to comprehensively conduct the functional literacy
test, to equip DALCs and mobile teachers with
appropriate strategies to diverse learners, to closely
supervise the DALCs and mobile teachers through the
use of monitoring tools and actual observation of
ALS classes, to submit periodic accomplishment
report monthly with attached self-reflections as part
of their portfolio and to closely monitor the
attendance of the learners, weekly learning log and
learner’s record of modules used. Thus,
intensification of Project SUCCESS is a must.
In order to attain the specific objectives of Project
SUCCESS, the following action research questions
were answered after its implementation:
1. What is the profile of ALS teachers in Agusan del
Sur in terms of:
1.1. Position; and
1.2. Designation?
2. What are the intensification activities of Project
SUCCESS under Leadership, Rewards and
Recognition for teachers and learners?
3. What are the reflections of the teacher
implementers and student respondents in the
implementation of Project SUCCESS?
Conceptual Framework
This research is anchored on the claim that Project SUCCESS can intensify the ALS program in the division of
Agusan del Sur through good leadership, giving of rewards and recognition. This is in response to provision of
every individual with access to quality basic education to reduce illiteracy rate as envisioned in the Education for
All (EFA) 2015 Philippine Plan of Action. Section 12.1 Rules XII of R.A 9155 stipulates that ALS is a parallel
learning system to provide a viable alternative to the existing formal education instruction, encompassing both
the non-formal and informal sources of knowledge and skills.
Thus, the following concepts are the roadmap in achieving the end goal of this present study:
Methods
This research study used the qualitative-quantitative descriptive research design involving the schools in the
divisions of Agusan del Surunder ALS A&E program. An adopted questionnaire from the Blake and Mouton
Managerial Grid for Leadership Self-Assessment and a validated questionnaire for the rewards and recognition
Profile of ALS
teachers in terms
of:
Position
Designation
Intensification
activities of
Project SUCCESS
under Leadership,
Rewards and
Recognition
Reflections of the
teacher
implementer and
student respondent
under Project
SUCCESS

was floated to the respondents with an approved letter from the office of the Schools Division Superintendent.
The respondents of this study were the mobile teachers (MTs) and district ALS coordinators (DALCs), the
successful ALS A&E passers, and the division ALS supervisors (DALSSs). To verify and validate the
respondents’ answers, the researcher conducted an FGD to provide evidences of the implementers and to track if
there is an improved quality of education through Project SUCCESS.
Results
Profile of ALS teachers and implementers in the division of Agusan del Sur
Table 1 Position
Position Number of Teachers Percentage
Teacher I 57 72.15
Teacher II 7 8.86
Teacher III 11 13.92
Master Teacher I 2 2.53
Master Teacher II 1 1.26
Head Teacher 1 1.26
Total 79 100
The table clearly illustrates that majority of ALS teacher are Teacher I with the percentage of 69.86%. This can
imply that the teachers designated as ALS implementer should be assessed in terms of years in the service and
educational attainment in order to be given reclassification and promotion. These actions are part of Project
SUCCESS.
Table 2 Designation
Position Number of Teachers Percentage
Mobile Teacher 34 43.03
District ALCS 44 55.70
Division ALCS 1 1.26
Total 79 100
The table connotes that there are more numbers of District ALCS than Mobile Teachers with the percentage of
43.03%.
Intensification activities of Project SUCCESS under Leadership, Rewards and Recognition
Table 3 Leadership
Mean Interpretation Qualifying Statement
1. Dealing with fellow teachers 2.45
Highly
Commendable
Project SUCCESS was
attained to the fullest
2. Dealing with students 2.37
Highly
Commendable
Project SUCCESS was
attained to the fullest
The results for leadership yield a highly commendable interpretation although it can be inferred that in dealing
with students it has only 2.37 mean. This can be attributed to the challenges encountered by the teacher
implementer. This negates in the study of Moralista and Delariarte (2014), which uphold that ALS Education is
indeed very influential in cultivating cognitive abilities of the employed natives across learning areas among the
IPs in Iloilo.
Table 4 Rewards
1. Teachers 2.33 Commendable Project SUCCESS was halfway attained
2. Students 2.39 Highly Commendable Project SUCCESS was attained to the fullest
The results for table 4 is very evident that rewards for teachers has only 2.33 as the mean score which is
interpreted as commendable with a qualifying statement of halfway attained. The result can have an intrusion to
the Basic Education Governance Act of 1991 defined Alternative Learning System (ALS) as “a parallel learning
system to provide a viable alternative to the existing formal education instruction. It encompasses both the non-
formal and informal sources of knowledge and skills.” Through Executive Order 356, the Bureau of Non-formal
Education (BNFE) became Bureau of Alternative Learning System (BALS) and its major purpose is to deliver
quality education to the “deprived, depressed, and underserved” Filipinos. This means that theymaybe have not
fully understood their role as ALS implementer.

Table 5 Recognition
1. Teachers 2.30 Commendable Project SUCCESS was halfway attained
2. Students 2. 29 Commendable Project SUCCESS was halfway attained
Based from the results, both teachers and students got 2.30 and 2.29 respectively as the mean score with an
interpretation of commendable with a qualifying statement of halfway attained.
This implies that recognition for both groups should be strengthened and intensified.
Reflections of teacher implementers and student
respondents in the implementation of Project
SUCCESS
Teachers
After conducting an FGD, the following reflections of
teachers were gathered:
K1 suggested,
We have to conduct religiously the Individual
Learning Agreement (ILA) to determine
learning needs and then conducts evaluation to
determine the entry and exit level of learners
using the functional literacy test and other ALS
assessment tools.
K2 added,
We have to conduct technical assistance
through coaching, mentoring observation of
classes by ALS managers twice a month and
submit intervention plan based on result
gathered.
K3 emphasized,
We need to capacitate DALCs and mobile
teachers on different strategies to diverse
learners and conduct intensively Instructional
Supervision.
K4 recommended,
We need to intensify the implementation of
DEALING in ALS – the Division Banner
Project of Advocacy and Social Mobilization is
strengthened. It Includes Barangayan Festival,
Kumustahansa ALS, Gulayansa ALS.
K6 strongly divulge,
We have to require DALC’s and Mobile
Teachers to conduct action research as part of
their performance indicators.
K7 clinched with very striking reflection,
Teachers on field need motivation through
Promotions and rewards based on performance.
This will somehow motivate teachers to
perform all her/his tasks. The conduct search
for BEST ALS Implementers (Teacher and
School Head Category) is an elated way to give
recognition to all the hard works that the
teachers are going through.
Students
Although not all of the learners who successfully
passed the A and E test, but these comprehensive
result of FGD gave a clear picture of their reflections
in the intensification of Project SUCCESS.
K1 shared,
Perseverance is needed when you are in this
program especially when you are married and
have children. But with the help of my teachers
I was able to make it. Salamat kayo!
K2 optimistically opined,
This piece of opportunity provides a rich
learning environment for working student like
me. It develops that necessary life skills needed
to succeed in a continuing education program.
One possibility for such working students is to
provide alternative pathways so they can
advance educationally.
K3 revealed,
The ones who would stand to benefit from the
ALS classes and most likely would pass the AE
test. But that is not enough, kinahanglan ug
kakugi aronmahuman sap pageskwela.
Conclusion
The teacher implementers responses show a positive
indication that the project was intensified and
implemented with conscious effort, given the
teachers’ understanding of ALS program and
competence of how it should be delivered to the
learners. However, the indicators can only reveal
what the teachers must do in the implementation,
disregarding what they are ‘actually’ doing, taking
into consideration the factors like actual experience
on field. Likewise, student learners show a
constructive response relative to ALS program.
Recommendations
The education sector can increase the depth and width
of the impact assessment of ALS Program under the
K to 12 programs. It is highly recommended that
these assessments not be objective and focused on the
programs alone, but also look into what this program
in the grassroots following the standards that the
teachers are doing on field. Doing so can ensure the
quality of the quantity of teachers and students that
the education sector is aiming for. Looking into the

constraints that confront teachers, the Department of
Education can look into procedures that aid teachers
to execute but not limited to their core function,
instruction, by this the teachers might actually give
time to perform with quality and efficiency other
support functions.
References
[1] Arzadon, C. E., & Rogelio Jr Nato. (2015). The
Philippine alternative learning system:
expanding the educational future of the
deprived, depressed, and undeserved. Retrieved
from January 6, 2017, from
https://www.academia.edu/23592577
[2] Fernandez, R. (2013). Teachers' competence
and learners' performance in the alternative
learning system towards an enriched
instructional program. International Journal of
Information Technology and Business
Management 1 (1), 33-46.
[3] Mercado, I. P. (2015). Problems encountered in
the alternative learning system in Tanauan
City. International Journal of Education and
Social Science, 6(2), 8.
[4] McMullen, D. A. (2004). Using games to
enhance student understanding of professional
and ethical responsibilities. Issues in
Accounting Education, 19(1), 85-99.
[5] Moralista, R., &Delariarte G. (2014).
Alternative learning system (ALS education):
It’s Influence on the Intellectual Abilities of
Indigenous People. Asia Pacific Journal of
Education, Arts, and Sciences, 1(1), 7-10.
[6] Pinca, E. (2015). The mobile teachers' profile,
competencies, performance, and problems in
department of education, division of northern
Samar, Philippines. International Journal of
Scientific & Technology Research, 4(12), 45-
50. Retrieved January 12, 2017, from
https://issuu.com/ijstr.org/docs/themobile-
teachers-profile-compete/
[7] Talingdan, J. A., Trinidad, J. T., &Palaoag, T.
D. (2018, March). Data Exploration and
Analysis of Alternative Learning System
Accreditation and Equivalency Test Result
Using Data Mining. In IOP Conference Series:
Materials Science and Engineering (Vol. 325,
No. 1, p. 012002). IOP Publishing.

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