Alternative Learning System Teachers as Parental Figures: Their Role in Learners’ Mentorship

Authors: Emmanuel L. Erat

DOI: https://doi.org/10.37082/IJIRMPS.v13.i4.232689

Short DOI: https://doi.org/g9wgt3

Country: Philippines

Full-text Research PDF File:   View   |   Download

Abstract: In the Alternative Learning System (ALS), teachers often serve dual roles as academic instructors and surrogate parental figures, especially for learners from disadvantaged backgrounds. This study aimed to assess the extent to which ALS teachers fulfill parental roles and examine its relationship with learners’ mentorship levels. Utilizing a descriptive-correlational research design, data were collected from 43 ALS teachers and 100 learners in North I District, Dalipuga, Division of Iligan City. A researcher-developed questionnaire measured dimensions of teacher support and learner mentorship. Statistical tools employed included arithmetic mean, standard deviation, and Pearson’s correlation coefficient. Results showed that ALS teachers demonstrated a high level of involvement as parental figures (M = 4.165), particularly in Academic Guidance (M = 4.209) and Discipline and Structure (M = 4.233). Learners also reported a high level of mentorship (M = 4.26), with Mentorship Engagement (M = 4.354) and Student Well-being (M = 4.316) being rated very high. However, correlation analysis revealed no significant relationship between ALS teachers’ roles and learners’ mentorship (r = -0.006, p = 0.971). The findings suggest that while both teacher involvement and learner mentorship are positively perceived, they operate independently. These results highlight the need for further investigation into factors influencing mentorship outcomes and support the continued professional development of ALS teachers in providing holistic learner support.

Keywords: Alternative Learning System (ALS), Mentorship, Parental Role of Teachers, Learner Support, Teacher-Learner Relationship

Paper Id: 232689

Published On: 2025-08-07

Published In: Volume 13, Issue 4, July-August 2025

Share this