Teachers’ and Students’ Lived Experiences on Alternative Delivery Mode: Implications for Instructional Supervision

Abstract

This study explored the lived experiences of teachers and students in the implementation of the Alternative Delivery Mode (ADM) using a qualitative phenomenological approach. Participants were purposively selected and consisted of teachers with ADM experience and junior high school students engaged in modular learning. Data were gathered through semi-structured interviews and analyzed using thematic analysis. Findings revealed that teachers encountered challenges related to instructional adaptation, workload demands, and monitoring, while students experienced difficulties in independent learning, comprehension, and access to learning resources. Both groups also reported issues in communication, support systems, and learner engagement. Overall, the results highlight the shared challenges faced by teachers and students in ADM implementation. The study concludes that effective ADM implementation requires responsive instructional supervision, improved communication, and adequate learning support systems. It recommends strengthening school-based support mechanisms, enhancing teacher development, and improving access to learning resources to promote more effective teaching and learning in ADM contexts.