Abstract
The competence of ALS teachers in numeracy instruction, as assessed by the Junior High School learners, is a critical factor in ensuring effective teaching practices within the program. Hence, this study examined the competence of ALS teachers in numeracy instruction as a basis for a capability enhancement plan. Using a descriptive-survey design, data were collected from a sample of Junior High School ALS learners through a researcher-made questionnaire assessing teachers’ content knowledge, pedagogical strategies, and assessment practices. Analyses revealed that learners from more advantaged backgrounds were more likely to participate and persist in the program, while the overall competence of ALS teachers in numeracy instruction was moderate. Furthermore, learners across all groups consistently perceived their teachers’ proficiency to be only moderate, as being largely reliant on standard ALS modules rather than differentiated instructional support. No significant differences were found in teachers’ competence across demographic groups, indicating that instructional proficiency is applied uniformly regardless of learners’ background. These findings suggest that while ALS teachers possess essential skills, there is room to enhance instructional strategies and responsiveness to diverse learner needs. Implicitly, the study underscores the importance of professional development and adaptive teaching practices to ensure more effective, learner-centered numeracy instruction, ultimately supporting equitable learning outcomes across all ALS participants.
Keywords: Alternative learning system, ALS teachers’ competence, numeracy instruction, content knowledge, pedagogical strategies, assessment practices.