SOCIAL SUPPORT AND SELF-ESTEEM AMONG ALTERNATIVE LEARNING SYSTEM LEARNERS IN ALFONSO LISTA DISTRICT

The Alternative Learning System (ALS) learners often face unique challenges that may impact their self-esteem and the level of social support they receive. This study examined the relationship between social support and self-esteem among ALS learners in Alfonso Lista District during the School Year 2024-2025, aiming to identify the most influential type of social support and propose an intervention program. Using a descriptive-correlational design, data were collected from ALS learners through standardized questionnaires assessing their perceived levels of social support and self-esteem. The findings revealed that ALS learners generally experience moderate to high levels of social support, with family and peers serving as their primary sources of support. Their self-esteem was also at a moderate to high level, with a strong sense of self-respect but some difficulty in recognizing personal achievements. Pearson correlation analysis showed that all four dimensions of social support—emotional, tangible, affectionate, and positive social interaction were significantly correlated with self-esteem (p < .01). Among these, tangible support exhibited the highest correlation (r = .485), indicating that practical assistance plays a crucial role in enhancing self-worth. Based on these findings, the study proposes a holistic intervention program, "Building Confidence Through Support," which includes mentorship, peer buddy programs, community assistance, and team-building workshops to strengthen social support and boost self-esteem. The study underscores the importance of structured support systems in improving the confidence and well-being of ALS learners and provides insights for educators, policymakers, and future researchers.