CHAPTER II

REVIEW OF RELATED LITERATURE

Competencies of Teachers

A study conducted by Pinca (2015) in the Department of Education, Division of Northern

Samar, Philippines measured the competencies of mobile teachers under their supervision. Their
educational achievement, use of instructional modules, communication with people and
government organizations and non-governmental organizations, evaluation of learner’s
performance and their ability in conducting action research are used as indicators in measuring
their competencies. The result of the study stated that teachers where graded efficient, overall.
With regards to their performance on displacement of learning materials to local language and
collection of information, they were set as very competent. But when it comes to their ability to
communicate with government organizations and non-government organizations, home
visitations and tutorial, and utilization of community-based materials they were only graded
competent.

The study of Fernandez (2014) in Dasmarinas Cavite reported that the teachers are
having difficulty with regards to competencies. This study also used indicators in measuring
these teachers’ competency and these are “mastery of the subject matter, formulation of
questions to clarify a lesson, and the usage of a variety of teaching strategies”. The teacher got a
total mean competency score ranging from 4.11 to 4.19 which is the lowest among the measured
variables.

Fernandez (2014) also studied if there is a relationship between the socio-demographic

characteristics of the teachers and their competence among teacher-learner interaction. And his
study revealed that gender and the teacher-learner interaction is not significantly related to each
other. But the same study has proven that the teacher-learner relationship is significantly related
to the teaching experiences of the teacher.

When asked on the competencies of their teachers, some of the students answered that
their teachers would visit their homes when they failed to attend classes. Also, one of the
problems that they encounter with their teachers is the conflict of time. There are times,
according to them, that their teachers would forget to announce the place and time of the next
learning session. The failure of the teachers to also conduct regular classes to these areas
becomes a problem especially during Novembers and Decembers, months when they have to
attend various seminars, meeting and other learning sessions (Fernandez, 2014).

The teachers also added that their competency is highly influenced by the allowance
given for instructional materials. Most of the time, the allowance that the department is giving
them are delayed which disabled them to photocopy the materials. Since they are mobile
teachers, majority of their allowance is spent in their transportation allowance going to different
learning station. Pinca (2015) added:

“The low competence of mobile teachers in the conduct of action research could
be attributed to their curriculum. They only have three units in the Alternative
Learning System and during their practice teaching they were exposed only to
handle formal classes. A situation that does hold true always because some of
them are hired as mobile teachers.”

Pinca (2015), data presented regarding the socio-demographic characteristics of the

teachers’ shows that they have followed their college education to graduate studies. This data
affirm their excellent grade based on professional development. Their edge towards those who
did not pursue graduate studies when it comes to professional level is very evident. In-service
trainings and educational tours, according to the ALS Supervisor, were provided to the teachers
to be able to acquire different knowledge and technique from other region and other provinces.

Types of Learners

Learners were varied. Few teachers said that the learners their face everyday has their
own personal and different stories. There are learners who are household workers, victims of
abuse and farm laborers. The teachers have to adjust their teaching approaches in order to
accommodate the needs and situations of such learners. But what makes them disappointed are
the circumstances in which a learners has to stop attending classes in order to pursue their work
(Pinca, 2015).
 Mobile teachers also encounter indigenous people as participants of their learning
sessions. According to Moralista and Delariarte (2014), the District of Janiuay II in the province
of Ilo-ilo, majority of the indigenous people in the area are ALS graduate. In addition, the
researchers asserted that the implementation of the ALS program in the district of Janiuay II is
very effective which makes the male resident of the district interested in the program.

Socio-Demographic Characteristics related to Learner’s Performance

Fernandez’s (2014) study on the performance of learners of ALS program tested if there
is a relationship between a learner’s civil status, family background, age, gender and distance
from the community. The research concluded that civil status, age and family background has no
significant influence on a student’s performance in the program. On the other hand, it was
proven that a learner’s gender and distance from the community learning center greatly affects
their performance in the classes of ALS program.

Problems Encountered by Teachers

“Like the formal school system, they expressed the lack of learning materials or
instructional modules (IMs) as the number one problem. The lack of Instructional
materials according to the majority of the mobile teachers is due to the delayed
release of Instructional allowance. The explained that the amount released in
2014 is actually a reimbursement of their expenses in duplicating instructional
materials in 2013. This is worsened by the situation that they have to bring the
IMs from one barangay to another, especially during the rainy season.
Furthermore, these findings indicate that the Department of Education is not able
to respond to the financial demand of reproduction of learning materials in the
Alternative Learning System. Priority is given to formal school needs, rather than
the Alternative Learning Service Program. Perhaps, it could also be explained by
the economic standing of the country.”

-Fernandez (2014)
Problems Encountered by the Learners

One of the problems faced by the learners of the program is regarding its content and
instruction. The first problem they reported is the length of the program. The length of the
program they are saying resulted to absences they have committed during the span of the
program. Since some of the students are working and/or in a condition, this affect their
performance, most of the time it leads to permanent absence. Suspension of classes also affected
the learning they acquired from the program. Contradictions on the span of the program exist
based on the opinion of the learners. Some of them stated that the program is too long while
others said that the program is too short (Mercado, 2015).

In addition, Mercado (2015) said that the learners also reported problems regarding co-
curricular and extra-curricular activities in school. But these problems had the lowest mean
among the problems they are facing in the program. They added that they are already contended
and adjusted to the activities that the program has to offer. Activities that they identify include
sports activities, Brigada Eskwela, tree planting, and other activities.

With regards to the examinations they take in class, they only reported these matter the
least among the problems they have faced. They are confident about the exams given to them.
They recognized that these exams are made by professional and expert individuals and added
that these examinations are given in order to test and measure their learning in the program.
Also, they added that the schedule of the program is also in convenience with their conditions
such as for those who are working while studying. The students also reported problems when it
comes to the resources provided for the program. Although this matter belongs to those with low
means. Students also consider that improvement of the resources could better help their
performance in class (Mercado, 2015).
 REFERENCES
Pinca, E. (2015). The Mobile Teachers’ Profile, Competencies, Performance And Problems In
The Department of Education, Division Of Northern Samar, Philippines. Retrieved from
[Link]
Performance-And-Problems-In-The-Department-Of-Education-Division-Of-Northern-
[Link]
Delariarte, G. and Moralista R. (2014). Alternative Learning System (ALS Education): Its
Influence on the Intellectual Abilities of Indigenous People. Retrieved from
[Link]
Fernandez, R. (2014). Teachers’ Competence and Learners’ Performance in the Alternative
Learning System towards an Enriched Instructional Program. Retrieved from
[Link]
Mercado, I.P. (2014). Problems Encountered in the Alternative Learning System in Tanauan
City. Retrieved from [Link]