Abstract
This study delves into the lived experiences of marginal teachers in the Alternative Learning System (ALS) through qualitative research design which uncovering critical themes that shape their teaching practices, challenges, and perceptions of the program's impact. Through thematic analysis, the research identifies twelve pivotal themes distributed across three distinct areas of focus. Firstly, the themes of Marginal Education, Patience and Flexibility, Inclusive Evaluation, and Team Engagement emerged, highlighting the unique educational approaches and collaborative strategies employed by marginal teachers in ALS. These themes emphasize the necessity for adaptability and teamwork in addressing the diverse needs of ALS learners, underscoring the complexity of their educational landscape. Secondly, the study reveals key operational challenges, encapsulated in the themes of Resource Deficiency, Infrastructure Limitations, Time Efficiency, and Needs Recognition. These themes underscore the constraints and demands faced by teachers in ALS, pointing to significant areas requiring systemic improvement and resource allocation. Thirdly, the analysis identifies the themes of Skills Development, Empathy and Collaboration, Learner Engagement, and Professional Development, which reflect the perceived impact of the ALS program. These themes indicate a multifaceted influence on both learners and teachers, emphasizing the program's role in fostering practical skills, collaborative learning environments, and continuous professional growth. Conclusively, this comprehensive exploration provides insightful revelations into the dynamics of teaching in the ALS, recommending the need for policy interventions, resource enhancement, and supportive teaching frameworks. The findings highlight the importance of understanding the unique challenges and contributions of marginal teachers in alternative education systems.