Implementation Of Education Behind Bars Under the Alternative Learning Systems in Public Schools in Region 1: Basis For A Support System Program

The Education Behind Bars (EBB) Program under the Alternative Learning System (ALS) in Region I was a vital initiative that provided quality education to Persons Deprived of Liberty. This study examined the program’s level of implementation, instructional effectiveness, challenges encountered, and the relationships among key variables. Findings revealed that ALS teachers involved in the program are predominantly middle-aged, female, married, and academically qualified, with most holding master’s degrees and occupying mid-level teaching positions. The program is perceived at a very high level by teachers and at a high level by school heads, indicating strong and consistent program delivery across correctional learning environments. Instructional approaches utilized in the program were rated as very highly effective by both teachers and Persons Deprived of Liberty (PDL) learners, reflecting the successful application of teaching strategies. However, challenges encountered in program implementation were perceived as serious, particularly those related to learners, highlighting the need for enhanced support mechanisms such as counseling and differentiated instruction. Correlation analysis revealed a strong positive relationship between program implementation and instructional effectiveness, suggesting that improvements in implementation lead to better instructional outcomes. Teacher profile variables generally showed weak, non-significant relationships with program implementation, although educational attainment showed slight negative correlations with specific areas. Meanwhile, teaching experience and position were found to have significant, though weak to moderate, relationships with instructional effectiveness. No significant differences were found between teachers’ and school heads’ perceptions of program implementation, nor between teachers’ and learners’ perceptions of instructional effectiveness, indicating strong alignment among stakeholders. Based on these findings, a support program was proposed to enhance the delivery, effectiveness, and sustainability of the EBB Program by addressing challenges, strengthening teacher capacity, improving resources, and fostering stakeholder collaboration. The study underscores the effectiveness of the EBB Program while emphasizing the need for continuous improvement to address existing challenges and sustain quality education in correctional settings.