Indexing1Ruth B. Guerra, 2Roie M. Ubayubay
1,2Cagayan de Oro College-PHINMA, Cagayan de Oro City, Philippines
DOI : https://doi.org/10.47191/ijmra/v8-i05-37Google Scholar Download Pdf
ABSTRACT:
The Alternative Learning System (ALS) strives to deliver quality education and alleviate illiteracy; however, its implementation presents challenges for some teachers, impacting their organizational commitment. This study examined the challenges and organizational commitment of ALS teachers in selected centers within Misamis Oriental during the 2023-2024 school year. The research aimed to describe teacher profiles, identify specific challenges, assess organizational commitment levels, determine if these factors varied across demographics, and explore their interrelationship. Data was gathered from 336 community ALS implementers using standardized and self-constructed questionnaires. Purposive sampling determined the participant number, and a universal sampling method was employed. Descriptive statistics (mean, frequency, standard deviation), Pearson's correlation (r), and t-tests were utilized for analysis. Findings indicated that ALS teachers in Misamis Oriental are mainly young, married women with 4-6 years of experience, actively involved through training and innovative teaching. They reported high challenges related to job placement. Regarding organizational commitment, teachers showed strong affective commitment. The study revealed a significant correlation between challenges like job placement, work assignments, volunteerism, resource scarcity, and monitoring, and their organizational commitment (affective, continuance, and normative). A correlation also existed between teacher-respondents' difficulties in ALS and their commitment, with job placement, work assignment, volunteerism, lack of resources, and monitoring influencing commitment. Recommendations include ALS teachers developing creative strategies, focusing on student welfare, and enhancing commitment through professional growth and satisfaction. Collaboration among District ALS Focal Persons, mobile teachers, and CAIs is crucial for improving organizational effectiveness and teacher commitment via accessible professional development.
KEYWORDS:organizational commitment, teachers’ challenges
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Volume 08 Issue 05 May 2025
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