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FACTORS AFFECTING THE TEACHERS’ QUALITY OF
WORK-LIFE IN SECONDARY
HIGH SCHOOL
____________________
This thesis is submitted in partial fulfillment of the requirements for the
subject Inquiries, Investigations, and Immersions (III)
Sta. Cruz High Integrated School
Lubao, Pampanga
__________________
by:
CANILAO, CHRISTIAN MANUEL P.
CASUPANAN III, ROGELIO N.
EMBUIDO, JUDY D.
ROQUE, DANNYLYN S.
June 2023
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APPROVAL SHEET
This thesis entitled “Factors Affecting the Teacher’s Quality of Work Life in
Secondary High School” prepared and submitted by Rogelio N. Casupanan
III, Judy D. Embuido, Dannylyn S. Roque, and Christian Manuel P. Canilao
in partial fulfillment of the requirements for the subject Inquiries,
Investigations, and Immersions (III) has been submitted and hereby
recommended for acceptance and approved for the oral examination.
EDMEL D. ABRAZADO, PhD
Adviser
PANEL OF EXAMINERS
Passed by the Panel of Examiners with a grade of _____.
EDUARDO S. BARTOLO JR., MAEd
Chairman
ARBEL S. ICBAN, MAEd, MBA
Member
MERVHIE E. CALMA, PhD
Member
Accepted and approved in partial fulfillment of the requirements for
Inquiries, Investigations, and immersion (III).
VIRGILIO S. VALDEZ
Principal II
June 2023
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ACKNOWLEDGMENT
First, the researchers would like to express their utmost gratitude and glory to
God for bestowing wisdom to each member and giving the will to make this research
study a successful and meaningful one. We owe all this triumph unto Him!
The researchers would also like to show utmost appreciation and unfathomable
gratitude to Dr. Rommel B. Jimenez, SHS Focal Person of Sta. Cruz National High
School (SCNHS) in providing opportunities and hard work for us in assigning our
partner institutions to our growth and journey to deal with the real world outside school.
On behalf of Prado Siongco High School and their School Head Mr. Russel
John M. Ronquillo in fulfilling the excellence, commitment to service for the
researchers, their expertise, and time in assisting our team as a partner institution in
the completion of this immersion study.
To our research adviser and instructor, Dr. Edmel D. Abrazado for his expertise,
constant guidance, patience, ample time spent, and effort in checking and refining this
manuscript as well as the advice given that helped in bringing this study to the pinnacle;
To Mr. Virgilio S. Valdez, School Principal of Sta. Cruz National High School
(SCNHS), Mr. Eduardo S. Bartolo Jr., Mr. Arbel S. Icban, and Dr. Mervhie E. Calma,
for their helpful comments and suggestions for the improvement and invaluable support
to complete this research study and also for their vital and sincere comments and
suggestion in validating for the improvements of this study.
To the PSHS teachers for their honest and cooperative response in answering
all the enlisted questions in the instrument and providing the data essential in this study;
To the parents, who gave their immeasurable support, love, and care, and
served as our prior inspiration in pursuing this painstaking journey;
To 12-Quirino, for all the support, wisdom, unity, and nostalgic memories that we
have had spent for the last two years of academic pursuit;
And lastly, to all not mentioned, we extend our innermost gratitude and
acknowledge your efforts, without your support, this research paper will not be
successful.
Again, Thank You Very Much!
R.N.C.III
C.M.P.C
J.D.E
D.S.R
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TABLE OF CONTENTS
Page
Title Page ...........................................................................................
i
Approval Sheet ……………………………………………………………
ii
Acknowledgment …………………………………………………………
iii
Table of Contents ………………………………………………………...
iv
List of Tables ……………………………………………………………...
vii
List of Figures ……………………………………………………………..
viii
Abstract…………………………………………………………………….
ix
Chapter 1: PROBLEM AND ITS BACKGROUND
Introduction ………………………………………………………...
1
Theoretical Framework …………………………………………...
4
Conceptual Framework …………………………………………..
5
Statement of the Problem ………………………………………..
6
Hypothesis …………………………………………………………
7
Significance of the Study …………………………………………
7
Scope and Delimitation …………………………………………..
8
Definition of Terms ………………………………………………..
9
Chapter 2: METHOD
Research Design ………………………………………………….
11
Population and Sampling ………………………………………...
11
Instruments ………………………………………………………...
12
Data Collection …………………………………………………….
13
Data Analysis / Statistical Treatment of Data ………………….
13
Ethical Consideration ……………………………………………..
15
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Chapter 3: RESULTS AND DISCUSSIONS
Demographic Profile in reference to Age………………………...
16
Demographic Profile in reference to Sex………………………...
17
Demographic Profile in reference to Teaching Position………..
18
Demographic Profile in reference
to Educational Background………………………………………..
19
Demographic Profile in reference to
Years of Teaching Experience……………………………………
20
Quality of Work Life in terms of Job Security............................
22
Quality of Work Life in terms of Job Satisfaction.......................
24
Quality of Work Life in terms of Work Autonomy……………….
25
Quality of Work Life in terms of Work Environment…………….
27
Quality of Work Life in terms of Training and Development…...
29
Quality of Work Life in terms of Reward and Compensation….
31
Summary of Quality of Work Life…………………………………
32
Significant Difference of Sex in QWL of PSHS Teachers……...
34
Significant Difference of Age in QWL of PSHS Teachers……...
35
Significant Difference of Teaching Position in QWL of PSHS
Teachers…………………………………………………………….
36
.
Significant
Difference of Educational Background in QWL of
PSHS Teachers…………………………………………………….
36
Significant Difference in Years of Teaching Experience in
QWL of PSHS Teachers…………………………………………..
37
Intrinsic Factors Affecting Quality of Work Life of Teachers…...
38
Extrinsic Factors Affecting Quality of Work Life of Teachers….
41
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Adaptive Strategies in Managing Personal and Professional
Life……………………………………………………………………
45
Factors Affecting Quality of Work Life of PSHS Teachers……..
49
Improving PSHS’ Teachers QWL Action Plan ………………….
52
Chapter 4: SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATIONS
Summary of Findings………………………………………………
51
Conclusions…………………………………………………………
56
Recommendations…………………………………………………
62
REFERENCES……………………………………………………..
64
APPENDICES……………………………………………………...
77
CURRICULUM VITAE…………………………………………….
129
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LIST OF TABLES
Table
Page
1 Respondent and Participants of the Study...……………………..
12
2 Demographic Profile in reference to Age………………………...
16
3 Demographic Profile in reference to Sex………………………...
17
4 Demographic Profile in reference to Teaching Position………..
18
Demographic Profile in reference
5 to Educational Background………………………………………..
19
Demographic Profile in reference to
6 Years of Teaching Experience…………………………………….
20
7 Quality of Work Life in terms of Job Security..............................
22
8 Quality of Work Life in terms of Job Satisfaction ………………..
24
9 Quality of Work Life in terms of Work Autonomy………………..
25
10 Quality of Work Life in terms of Work Environment……………..
27
11 Quality of Work Life in terms of Training and Development……
29
12 Quality of Work Life in terms of Reward and Compensation…..
31
13 Summary of Quality of Work Life of Teachers…………………..
32
14 Significant Differences of Sex in QWL……………………………
34
15 Significant Difference of Age in QWL……………………………..
35
16 Significant Differences of Teaching Position in QWl…………….
36
17 Significant Differences of Educational Background in QWL……
36
Significant Differences in Years
18 of Teaching Experience in QWL…………………………………..
36
19 Improving PSHS’ Teacher’s QWL Action Plan………………….
37
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LIST OF FIGURES
Figure
Page
1 Paradigm of the Study ………………………….………………….
7
2 Thematic Analysis Model Adopted from Cresswell (2013)……..
15
3 Factors Affecting Teachers’ QWL Stacked Venn Diagram
Adapted from John Venn (1880) ………………………………….
49
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ABSTRACT
Teachers had a crucial role in nation-building. As the Philippines produce
quality teachers, the country can develop its holistic learners who are profound
in values and equipped with 21st-century skills, thus they can engage in the
country’s development and progress. However, how will the country aim to
provide Edu-KALIDAD for all if teachers were affected by the various factors in
their quality of work life in which unavailability of support, funding, and public
concerns is common for every teacher globally. Along with the issues and
concerns with a poor-quality education system, public restrooms’ sanitation,
and usage including the lack of use of excess and scarce learning resources
and classrooms in which provided by the teachers. This study primarily
determined the intrinsic and extrinsic factors affecting teachers’ QWL. Through
concurrent triangulation mix-methods design, the findings and the action plan
intended in PSHS were much clearer and established. Moreover, researchers
gathered the data, separately at the same time, through a semi-structured
interview among school head and experienced teachers and survey
questionnaires for 16 PSHS teachers. Along with concurrent inferential and
descriptive analysis through t-test for sex and one-way ANOVA for age,
teaching position educational background, and years of teaching experiences
with 0.05 alpha level, this paper had found not significant for QWL, rather
through cross-validating the qualitative deductive thematic results, it was found
that salary hike, professional development, school-based management,
personal motivation, social environment, work and learning environment, and
learning materials deficit were the main factors affecting QWL of PSHS
teachers. In most affected areas of QWL based on the experience of
researchers’ immersion, this research provided an “Improving PSHS Teachers
QWL Action Plan” in response to their concerns on behalf of their workplace.
Keywords: QWL, 5S, Kaizen, SDGs, personal life, professional life, DepEd
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Chapter 1
PROBLEM AND ITS BACKGROUND
Currently, educators and schools widely overlooked their constraints in
various areas such as the unavailability of support, funding, and public concerns
is common for them globally. Likewise, in the observations and the global
perspective, they tend to have more extended long and underpaid working
hours, adhering to struggles amongst their learners such as family problems,
financial support needs, and the quality of education that they must offer,
serving and portraying as a parental figure – teach and preach. In actuality,
these roles did not fit well, as these teachers primarily take their work or
profession to be responsible for it.
Along with the issues and concerns with a poor-quality education system,
public restrooms’ sanitation, and usage including the lack of use of excess and
scarce learning resources and classrooms essentially needed for the
development and improving the quality of education provided a burden for
everyone. Moreover, as the pandemic strikes, it also heightened the economic,
and health pressure, thus providing heavier workloads and struggles they
experienced especially in online and modular distanced learning.
Meanwhile, in the Philippines, educators in the country are yet to remain
underpaid and overworked in both the public and private sectors. According to
ACT Chairman Vladimir Queta quoted via a report of Mendoza (2022), public
and private (schools) teachers remain overworked and underpaid despite 92
percent of public school teachers acquiring salaries ranging from P25,000 to
P30,000 monthly. Furthermore, they highly expressed that there is an existing
insufficiency in schools and classrooms, particularly Senior High schools; a lack
of textbooks, learning facilities, and other needs of students. As a result,
teachers were also left burdened and provided these expenses on their own
(Tibay, 2018). Most of the literary texts suggested that these teachers have
experienced providing educational material for students as the school and
budget allotted by the government department are not enough to sustain this
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scarcity. Moreover, DepEd Sec. Sara Duterte-Carpio (2023) recognized the
issues regarding 100, 000 unused classrooms, the burden of a poor education
system, and salary inadequacy. Gratefully, an increase in compensation among
teachers has been approved recently this year.
Thereafter, their students compromise to witness the daily performance
of how teachers work and deal with these experiences. This is due to both
internal and external factors which may affect teachers’ quality of work life that
are not yet discovered. Not just evident in the educational industry, quality of
work life (QWL) has recently received a lot of attention worldwide. Due to the
competition among workplaces for competent and skilled workers, it has
captured the attention of both employees and employers, whereas, lack of
quality of work life (QWL) may have significance along higher levels of workrelated occupational stress, anxiety, and burnout, which lead to lower job
performance and induces significant costs for organizations (Deguchi, et. al.,
2017).
Organizations must pursue ways to improve their employees' QWL by
providing healthy and safe working environments, better service conditions, and
enough and fair compensation, among other things (Dahie et al., 2017).
Furthermore, it represents the views of workers' safety and ability to develop as
human beings, enjoy healthy working conditions, and obtain enough and just
compensation (Narehan et. al., 2014; Swamy et.al., 2013).
Meanwhile, Chand (2017) described the quality of working life concept,
emphasizing extrinsic and intrinsic job factors and other aspects. To improve
and address this so, improving worker's productivity will require QWL to further
reinforcement among employees' motivation which is increasingly important in
the context of digital transition observed in highly skilled and technologically
advanced economies (OECD, 2017) thus these improvements were also
aligned worldwide in accomplishing 17 sustainable development goals (SDGs)
introduced recently by United Nations (UN).
Hence, it will be taken to consider that findings from Akram and Amir
(2020) highlighted the importance of faculty members in the Pakistan region
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having a high quality of work life at their jobs for maximizing the output of
educational results due to an improvement in QWL which help businesses and
employees by encouraging healthier and more productive workplaces, boosting
employee enthusiasm, enhancing workers' skills, supporting sustainable work,
boosting productivity, and lowering unemployment even in across the European
region (Šverko & Galić, 2014; Santero-Sanchez et. al., 2015; Díaz-Chao et al.,
2016). On the other hand, Canoy (2020) found that Philippine public secondary
school teachers were found to have a low QWL in terms of financial literacy and
a fair QWL in terms of debt, secondary occupation, non-teaching obligations,
health, and family responsibilities.
Consequently, based on the aforementioned discussion above, it is
perceived that the nine main components of QWL by Fakhri et al. (2020) are
work environment, organizational culture and climate, relationships and
cooperation, training, and development, reward and compensation, facilities,
job satisfaction and job security, work autonomy, and resource adequacy. In
contrast, health and safety, occupational challenges, work performance, and
job market competition were differentiated and found lesser relevant than the
factors mentioned above to be part of the QWL of teachers.
It is further suggested by Mahendra et al. (2020) that the primary topics
that should be explored in the existing QWL literature are job stability, improved
reward systems, greater compensation, opportunities for growth, participatory
groups, and increased organizational productivity. It is concluded by
Saumendra, Bora, and Murthy (2015) in their literature review that a happy
worker can concentrate on work and give more productivity. Therefore, through
the duty of the management to provide the required facilities to improve the
QWL of the employees. It provides better worker involvement and participation,
facilitates work, and enhances quality and productivity. In developing a possible
action plan, in guided with Punia and Kamboj (2013) recommended that more
Faculty Development Programs should be developed. Meanwhile, Canoy
(2020) foresees that the Department of Education (DepEd) had advocated
offering intervention programs to enhance teachers' QWL.
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Primarily, this paper examined and explored the factors which may affect
the quality of work life of teachers. Several journals mentioned implied the
insufficiency that links in the context of how these factors affect QWL in public,
private, and higher education educators being affected and only focused on the
problems, impacts, and implicatures to their profession. As evaluated by the
researchers based on the journals above, it is vital to provide the requirement
in aiming the inquiry among PSHS teachers particularly on the factors that link
on their QWL that includes the six main components by Fakhri et al. (2020). To
determine the following, it is ensured to describe their demographic profiles, the
assessment of their quality of work life, and their experiences of experienced
teachers and school head's perception of how QWL is significant to their
personal and professional life. With a thorough concurrent design for
quantitative and qualitative analysis, the study was able to determine stronger
findings and develop action plans for the teachers. Relatively, the researchers
had the authority as they immersed in the mentioned field to investigate and
determine the factors of QWL as it enabled to affect teachers' performance
among students, their colleagues on PSHS, and their way of living their
personal and professional life on their workplace.
In further establishing this paper, the legal basis underscored the regard
to promoting and expounding the Republic Act No. 4670 of 1966 also known as
the Magna Carta of Public School Teachers (Supreme Court E-Library, 2023)
as the policy of this Act was stated in Section 1 to advance and enhance public
school teachers' socioeconomic status, as well as their living and working
conditions, employment conditions, and career opportunities. Therefore,
teachers should have the right in imposed vital and essential programs in
improving their quality of work life in the Department of Education (DepEd).
Theoretical Framework
Kaizen Theory was anchored to establish this study, which was initially
derived from W. Edwards Deming in Deming's Circle (PDCA) in 1951 and
further introduced worldwide by Masaaki Imai in 1985 included in the book
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namely "Kaizen: The Key to Japan's Competitive Success". Imai (1985) referred
to kaizen as a Japanese word for "change for the better" and also known as
"continuous improvement" (Sirk, 2020). Through Kaizen, researchers may
determine PSHS (EPA, 2022) its organization's targeted activities and
processes will be continuously improved while waste is reduced and increase
productivity.
Relatively, employee morale improved because Kaizen creates a sense
of importance and purpose. As workers looked outside the confines of their
department or management, they developed a stronger sense of teamwork,
especially in administration and public service. Along with Kaizen, QWL can be
fully understood according to Norton (2019) which aims to "humanize" work by
reducing waste, facilitating the work itself, and enhancing employee happiness
and productivity. Moreover, as the pandemic changed people's lives and its
system, this theory draws on how significant changes should be adapted to the
current phenomena to sustain and survive with the betterment of teachers and
its school's QWL.
Therefore, the theory anchored both its relation and relevance in the
current study and comprised of improvement and development among public
employees in the mentioned problem, especially among the teachers
themselves with the help of school administrators’ perception of QWL. In lightforegoing discussion, Kaizen theory provided in-depth knowledge and
explanations on how the findings and immersion action plan will be developed
in improving the QWL of PSHS teachers in various areas.
Conceptual Framework
The diagram presented below illustrated the Convergent Triangulation
Concurrent Method Model of this study, as text cited by Direko and DavhanaMaselesele (2017) on Cresswell and Plano-Clark (2011) describing this type of
model wherein results from both types of analysis were compared, contrasted,
and combined for interpretation. Qualitative and quantitative data are equally
weighted, collected, and analyzed concurrently. This interpretation will
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comprise the quantitative and qual research results that are highly needed in
developing an intervention program.
Moreover, in the first two boxes, part of this diagram is composed of the
collection and distribution of quantitative and qualitative data at the same pace.
Survey and semi-structured interview (SSI) questionnaires will be held among
PSHS teachers and administrative personnel. Afterward, the transcriptions of
the text of interviews in mobile applications and the distribution of data in SPSS
will be utilized. Thereafter, the following two boxes include how data will be
analyzed through inferential and thematic analysis, employing the treatment of
t-test, and developing coding, and themes (see pg. 12 to 13). Consequently, at
last, the results of the study will be interpreted and cross-validated to determine
the parts of development and fulfill the parts of the proposed action plan.
Moreover, the brown color was used to psychologically conform to a stable,
reliable, and credible study whereas as the shade goes darker, the study goes
deeper and more detailed.
s
Figure 1. Paradigm of the Study
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Statement of the Problem
This study primarily focused on examining the factors affecting Prado
Siongco High School teachers on their Quality of Work Life (QWL) during the
School Year 2022 – 2023.
To acquire the necessary information for the study, this must answer the
questions below:
1. How does the teacher’s demographic profile be described in reference to:
1.1 Age;
1.2 Sex;
1.3 Teaching Position;
1.4 Educational Background; and
1.5 Years of Teaching Experience?
2. How does the quality of work life of teachers at Prado Siongco High School
were assessed in terms of:
2.1 Job Security;
2.2 Job Satisfaction;
2.3 Work Autonomy;
2.4 Work Environment;
2.5 Training/Development; and
2.6 Reward and Compensation?
3. Is there any significant difference in teachers’ QWL when grouped according
to their demographic profile?
4. Based on the perspective of school head and experienced teachers, what
factors of quality of work life affect teachers’ professional and personal life?
5. Considering the results of the study, what essential action plan in improving
the quality of work life of teachers was developed?
Hypothesis
Based on the 0.05 level of significance, there is no significant difference
in teachers’ quality of work life in Prado Siongco High School when grouped
into their profiles.
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Significance of the Study
The primary objective of this paper determined the teacher's quality of
work life and its possible factors affect including the perception of the school
head, and experienced teachers on their fellow high school teachers affecting
them in PSHS.
As demonstrated in the demand of pursuing this study, findings, and
models must expound further for the beneficiaries, especially in educational
institutions that aim for its development in public employee management,
sustainable practices, and organization.
Furthermore, the findings of this research were also relevant to the
following:
Teachers. The findings of this research were able to determine the solution to
improving and aiding the quality of work life among teachers. This can
contribute to improving work quality, morale, working environment, faculty, and
school-based management (SBM) as well as their professional development
and work-life balance.
School Head. As the higher authority among the previous-mentioned
beneficiaries, they can provide more effective strategies by upholding
professional development, leadership, and skill development programs among
non-teaching and teaching personnel in PSHS by the outcomes of this paper.
Non-Teaching Staff. Most of these staff had significance to maintaining health,
safety, cleanliness, peace, and security not just the teachers but also them in
applying this study as one the contributing factors in creating a better work
environment as suggested by the school head and the teachers.
Department of Education. In response to the inquiry of this institution, it is
essential that the intervention models or an action plan developed in this study
about QWL of teachers benefited and improved the system to boost public
employees’ morale, living, and work condition, thus uplifting the "EduKalidad"
they offer for the Filipino people.
Students. Students have significant roles in witnessing teachers' daily work,
they have a detailed understanding and enlightenment on how they contribute
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to factors such as their relationship, behavior, and learning from teachers which
may affect QWL and work performance.
Future Researchers. This paper is much essential to become part of further
study through possible gaps by providing enough information, measurement of
the effectiveness of the intervention model to be developed, and
recommendations on recent studies. They can also pursue and investigate
ahead on variables and problems beyond the limited scope not yet explored in
this paper.
Scope and Delimitation
This research explored the secondary high school teachers' quality of
work life and their school head in their workplace at Prado Siongco High School
(PSHS) in the School Year 2022 to 2023. The researchers will choose the
aforementioned school as it is under development for Senior High School and
its preparation for school-based management (SBM) which includes improving
school learning and working facilities, leadership, and learning material
management which is essential in its development primarily on teachers' QWL.
Primarily, researchers ensured that the 16 experienced and new teachers have
taken more than a year of teaching experience in PSHS for validity criteria of
the parameter of study. Researchers also intended to limit the nine variables of
quality of work life into six to ensure that the most essential and relevant areas
needed to investigate will provide a better execution having no excess or lack
of findings enough for the study.
Thereafter, to cite the school head and PSHS teachers as participants,
researchers obtained data through a concurrent survey and semi-structured
interview. Also, this study explored the demographic profile of PSHS teachers
on age, sex, educational background, years of teaching experience, and their
teaching position, thus their QWL about the work environment, job satisfaction,
job security, work autonomy, training and development, and their reward or
compensation.
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Definition of Terms
To deepen the understanding of this study, the following terms were
defined conceptually and operationally.
Personal Life. Conceptually, it is about one's day-to-day chores that are
of an employee nature of PSHS public employees. As cited by Fambridge
(2021) in Urban Dictionary stated that it also includes tasks such as personal
banking, making appointments, paying bills, and responding to personal emails.
Professional Life. The aspects of professional life that were tied to a
career or business are part of the human experience and also a subset of
personal life often viewed as its opposition (Spacey, 2022) to PSHS teachers
and administrative personnel as public employees.
Quality of Work Life (QWL). Technically, Akram, Ilgan, Ozu and Shah
(2017) defined that QWL can be characterized as employees' goals for their
work environments, compensation, and professional development, as well as
for security, a healthy balance between work and personal life, and
relationships with coworkers.
Work Autonomy. This is defined as PSHS teachers having freedom in
decision-making at work in choosing how and when to complete their tasks.
Acronyms
The following acronyms mentioned will be used in this study
DepEd. Department of Education
PSHS. Prado Siongco High School
QWL. Quality of Work Life
SPSS. Statistical Packages for Social Sciences
SSI. Semi-structured interview
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Chapter 2
METHOD
This chapter discussed all the necessary methodologies used in this
paper, including the process of data collection, the design applicable, the criteria
and participants of this study, and the considerations needed in conducting this
study.
Research Design
Concurrent Triangulation Design was employed in this study. Its main
purpose was to confirm, corroborate, or cross-validate findings on both
quantitative and qualitative findings within the study (Warfa, 2017). The
quantitative part focuses on PSHS teachers’ demographic profile and their QWL
along with the qualitative part about the school head and experienced teacher’s
perception in comparing their difference in how factors affect teachers in their
personal and professional life. This design was utilized to collect data at the
same time and collect stronger findings ensuring more credibility in the sense
of reduced biases (Cresswell & Plano-Clark, 2018) in developing the results.
Moreover, this design had advantages such as time efficiency, the ability
to do independent data analysis (unlike sequential designs), and intuitiveness.
As the study sought the connection or cross-validation of quantified results from
a survey about QWL and demographic profile, and the perception of the school
head and experienced teachers, the design were able to establish firm and
reliable expected results to the researchers of this study. Therefore, this design
will enhance this mixed-method study in a more detailed and comprehensive
manner establishing strong findings in developing an action plan.
Population and Sampling
This study comprised two different participants; PSHS teachers, and a
school head which was composed of 16 PSHS teachers as participants, a
school head, and experienced teachers as respondents in this study at Prado
Siongco High School during the School Year 2022 - 2023.
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The data was obtained among PSHS teachers, stochastic universal
sampling was used. As introduced by James Baker, it is a sampling by which
the general population can be sampled within 100 participants for a study.
Moreover, Avron (2019) explicated that it also helps to achieve optimum
complexity for several class signals. Guided by the validity criteria for the study,
the researchers will choose 16 PSHS teachers whom all have more than a year
of teaching experience in PSHS along with the school head.
Table 1. Respondents and Participants of the Study
Frequency
Percentage
School Head
1
5.88%
Teachers
16
94.12%
Total
17
100%
Instrument
Survey questionnaires were used as tools that allow large populations to
be assessed with relative ease (Jones, Baxter, & Khanduja, 2013) to satisfy the
fulfillment of data to be collected on PSHS teachers. Along with close-ended
questions involved an adaptive questionnaire as a hierarchically arranged test
instrument
(Taylor,
2016)
among
research
problems.
All
research
questionnaires were researchers-made and ensured to be 0.958 reliably tested
with Cronbach's Alpha at San Roque Arbol High School referring to as
“Excellent”, highly acceptable, and reliable to use for the survey.
On the other hand, a semi-structured interview was employed in the
qualitative part, according to Dejonckheere and Vaughn (2019), it is referred to
as a data collection method that involved asking participants a set of openended questions and followed with probe questions to explore further their
responses and piques of interest among PSHS school head. With the guidance
of a panel of various professional research experts, interview guide questions
were validated by testing their reliability and validity to gather information
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among respondents. Researchers of this study intended to choose research
experts who have a higher authority and experiences that have proven track
records such as a doctorate in a given field or two. The experts are recognized
among the research community and enriched the knowledge based on the
given field.
Data Collection
The researchers obtained a permission letter signed by the school head
of Sta. Cruz High Integrated School in taking the grant to conduct a study
outside the researchers’ campus along with Prado Siongco High School’s head,
informed consent among teachers were given to further ask for permission and
authorization in conducting this study on behalf of their workplace including the
permission letter for school head of San Roque Arbol High School in conducting
Cronbach’s Alpha test for the validity of instruments. Initially, a brief description
of the study was discussed among teachers and school head before answering
interviews and surveys whereas ample time will be given to them. Furthermore,
the data gathered will be processed on mobile interview transcription and table
distribution on Statistical Packages for Social Sciences (SPSS) to lessen
human errors. The school head and experienced teachers before answering
interviews and surveys whereas ample time will be given to them. Furthermore,
the data gathered were processed on mobile interview transcription and table
distribution via Statistical Packages for Social Sciences (SPSS) to lessen
human errors.
Data Analysis / Statistical Treatment of Data
As a concurrent triangulation design was imposed for this research, the
researchers concurrently gathered and interpreted data among PSHS teachers
and their school head. With the association of this design, this paper employed
a t-test and one-way ANOVA on quantitative parts, it will easily establish the
study to gather accurate and interpret findings through effective statistical data
to be gathered. Along with a deductive thematic analysis approach, the
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qualitative data was transcribed, created codings, and grouped into main
themes and categories.
In treating and analyzing the quantitative data collected from the PSHS
teachers, two statistical methods were used as some variables were
independent and dependent from one to another. T-test will be employed in
Statistical Packages for Social Sciences (SPSS) to determine the significant
difference of sex along with various elements of QWL of teachers in their pvalue. In response to the hypothesis above, if the probability value was greater
or equal to 0.05, therefore null hypothesis will be accepted, otherwise; it will fail
to reject the Ho. While one-way analysis of variance (ANOVA) will be utilized
among age, educational background, years of teaching experience, and
teaching position of teachers and their QWL to acquire f-value data with
inferential analysis. Calvello (2020) stated that this analysis was used to draw
and measure the reliability of conclusions about the population of study based
on information collected in the sample or whole population. Particularly, a 5point Likert scale was applied to surveys in more accurate quantitative data. It
was described by Khandelwal (2021), that it contains two extremes (Strongly
Agree and Disagree), two-middle positions (Agree and Slightly Agree), and a
neutral viewpoint (Moderately Agree).
Scale
Interval
Verbal Interpretation
5
4.21 – 5.00
Strongly Agree
4
3.41 – 4.20
Agree
3
2.61 – 3.40
Moderately Agree
2
1.81 – 2.60
Slightly Agree
1
1.00 – 1.80
Disagree
Furthermore, in analyzing and interpreting the qualitative part, the
researchers utilized the use of thematic analysis as a prior option for the
transcripted texts of the school head and four experienced teachers via mobile
application. This study led to apply Cresswell's thematic analysis approach.
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According to Creswell (2014), it is a methodical procedure for coding data that
involves analyzing and grouping particular statements into themes that best
capture the phenomenon of interest. Initially, the data will be organized and
prepared per semi-structured interview sequence, with ensuring these
outcomes had to go through credibility and reliability tests, and consents from
school head.
Figure 2. Thematic Analysis Model Adapted from Cresswell (2013)
Ethical Considerations
In this research, researchers strictly complied with the proper formatting
and ethical research practices anchored from the American Psychological
Association format 7th Edition. Moreover, as guided by the Data Privacy Act of
2012, also known as Republic Act 10173, the identity and personal information
of respondents must remain confidential and kept protected by the researchers
of the study. This law specifically indicated that it is meant to protect both
individuals (natural persons) and legal entities by safeguarding personal
information provided by them.Relatively, this study ensures that confidential
and sensitive information, demographic profiles, and names will be maintained
secured, and anonymized. Moreover, there are no fabrications, falsifications,
copy-pasted information, or biases of findings in this paper. After conducting
the interview, the researchers of this study were followed to ask again to ensure
the credibility and reliability of the responses of the school head and
experienced teachers if that is what they meant in their answers.
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Chapter 3
RESULTS AND DISCUSSION
This part of the study primarily interpreted the analyzed results of each
highest and lowest means of quality or work-life, while the demographic profile
was examined based on its frequency and population of PSHS teachers.
Moreover, the perception of both school head, and experienced teachers on
professional and personal life based on the gathered data reflected which were
sought to answer questions from the previous chapter.
Part I. Demographic Profile of PSHS Teachers
In this section, this study discussed the demographic profile of teachers
and described them in terms of their age, sex, teaching position, educational
background, and years of teaching experience in the respective school.
Table 2. Demographic Profile in reference to Age
Age
Frequency
Percentage
22-25
0
0%
26-31
7
43.75%
32-35
1
6.25%
36-40
3
18.75%
41 and above
5
31.25
Total
16
100%
Table 2 comprised the demographic profile of the respondents in terms of
their age. Seven participants within 43.75% of the population, it was evident that
most of the teachers have 26-31 age. The second most dominant are the
teachers that are 41 and above age which has five total participants within
31.25% of the population. It is interesting to consider that most of the teachers
are between the ages of 26 and 31. It was essential to have youthful, motivated
instructors on the field noting that a sizable proportion of respondents are
instructors who were 41 years of age or older, suggesting that the response
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group also includes some seasoned educators. In general, it's crucial to take
teachers' ages into account when creating educational initiatives and programs
to make sure that they were appropriate and effective for all age groups. Next,
the teachers that were 32-35 age had three respondents equivalent to 6.25%.
And lastly, the least dominant were those teachers that are 22-25 an age which
had zero total participants with 0%. Meanwhile, three participants appeared to
be between the ages of 32 and 35, which equals a proportion of 1. On the other
side, the age group of 22 to 25 had no participants, yielding a proportion of 0.
Looking at the aforementioned data, the researchers concluded that there is
more teacher between the 26-31 of age. Overall, these findings supported the
evidence that the majority of the teachers currently were between the ages of
26 to 30 years old. (Malabad Jr. & Mamauag, 2022).
Table 3. Demographic Profile in reference to Sex
Sex
Frequency
Percentage
Male
5
31.25%
Female
11
68.75%
Total
16
100%
It was illustrated in the table above about the demographic profile of the
participants in terms of their sex. It can be inferred that there were 11
participants with 68.75% of the general population, it was evident that female
teachers are more dominant in teaching compared to male teachers that only
have a total of five participants with a percentage of 31.25 in the general
population. In summary, Kumari (2020) argued that women have historically
dominated the teaching profession, particularly in primary schools, due to their
ability to understand the mental and emotional needs of students. Women's
better understanding of child psychology and their association with nurturing
and care have contributed to their higher representation in teaching.
Furthermore, the income, perks, work-life balance, and employment security
offered by the teaching profession may attract more women. Biases and
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stereotypes may also discourage men from pursuing a career in education.
However, it is important to note that these are potential explanations and further
investigation is needed to fully understand the gender differences in teaching.
Women's dominance in teaching also extends to other roles such as counseling,
which can provide a sense of security to students. Lasner's (2017) feminist
analysis suggested that women's predominance in education and teaching may
be an extension of the traditional domestic work performed by women
Table 4. Demographic Profile in reference to Teaching Position
Teaching Position
Frequency
Percentage
Teacher I
10
62.50%
Teacher II
1
6.25%
Teacher III
5
31.25%
Total
16
100%
Based on the presented table above, the demographic profile of the
respondents in terms of their teaching position. It acquired 10 participants with
a percentage of 62.50, it is evident that most of them are Teacher l. The second
most dominant was Master Teacher l which has a total respondent of 5 and a
percentage of 31.25. Next, Teachers ll all had only one respondent which
comprised of 6.30% of the population. And lastly, the least dominant were those
Master Teacher Il, Head Teacher I, Head Teacher Il, Head Ill, and Head Teacher
IV which has 0 participants.
Overall, looking at the aforementioned data, the researchers concluded
that there were more Teachers l to III in the teaching positions, this inferred that
they were still in the current professional development and aim promotion to
Master Teacher. Overall, the average teaching position remained under the
professional development through the master position which is the initial
teaching position of Teacher I to III. In the Philippine education system, teaching
posts were assigned based on educational achievement, years of experience,
and specialized skills and training. Teacher III and Master Teacher roles are the
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highest-ranking teaching posts in the Department of Education (DepEd), and
they allegedly indicate superior teaching skill that has resulted in advancement
to these positions. Teacher quality varies greatly across regions throughout all
school levels (de la Fuente, 2018).
Table 5. Demographic Profile in reference to Educational Background
Educational Background
Frequency
Percentage
Baccalaureate Graduate
1
6.25%
With MAED/MA/MS Units
9
56.25%
MAED/MA/MS Graduate
4
25%
MAED/MA/MS With Doctoral Units
2
12.50%
Total
16
100%
In this table, the demographic profile of the respondents in terms of
educational background gathered more than half of the population with 56.25%
percentage of 100%, it is evident that most of the teachers had MAED/MA/MS
Units second most dominant were the teachers had MAED/MA/MS GRADUATE
which has four participants and 25% of the general population. It appears that
the majority of teachers have MAED/MA/MS Units, which shows they have
undertaken post-undergraduate study in some capacity. It's noteworthy to see
that individuals who have earned a graduate degree are the second-most
predominant category. Next, the teachers that have MAED/MA/MS With
Doctoral Units consist of two participants equivalent to 12.50%. It is also notable
that some teachers hold doctoral degrees, even if this group seems to be less
prevalent. Last but not least, it was intriguing to note that a lesser proportion of
teachers have simply earned a baccalaureate degree which is the least among
those teachers with 6.25%.
Looking at the aforementioned data, the researchers concluded that more
teachers have MAED/MA/MS Units. Overall, the high proportion of instructors
who have sought higher degrees suggests that the teaching profession places
high importance on ongoing education and professional growth. Based on
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Education in the Philippines (2021), the standard teaching credential in the
Philippines is a four-year bachelor's degree as a Bachelor of Elementary
Education is required for elementary school teachers, while a Bachelor of
Secondary Education is required for secondary school teachers. The curriculum
for both these programs was tailored to the level of education and is set by the
Commission for Higher Education and consists of general education subjects,
education-related subjects, subject specialization, and practical teaching. Over
2000 higher education institutions, roughly 600 of which are public and 1500
private, were discovered by Wikimedia in 2021 to exist in the Philippines. There
are also foreign preparatory schools that provide a variety of opportunities for
people looking for a teaching job.
Table 6. Demographic Profile in reference to Years of Teaching Experience
Years of Teaching Experience
Frequency
Percentage
1-5 Years
2
12.50%
6-10 Years
11
68.75%
11-15 Years
2
12.50%
16 Years and Above
1
6.25%
Total
16
100%
Based on the tabulation above had shown the demographic profile of the
respondents in terms of their years of experience. With 11 participants and a
percentage of 68.75, it is evident that most of the teachers have 6-10 years of
experience. These teachers with six to ten years of experience have found an
appropriate balance between having the knowledge to handle a variety of
circumstances and remaining receptive to fresh concepts and methods in terms
of their teaching experience. The second most dominant are the classroom
advisers that have 1-5 years of experience which had two total participants and
a percentage of 6.25. On the other hand, those with 1 to 5 years of experience
might be better aware of the most recent developments in educational
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technology.
Next, two teachers have 11-15 years of experience and a
percentage of 12.50.
Regarding the decreased percentage of respondents among those with
11 to 15 years of experience, it's possible that there were fewer of these
teachers or that this group was being affected by the trend of teachers quitting
their jobs after a certain number of years. And lastly, the least dominant are
those advisers that have 16 years and above years of experience which has
one participant and a 6.25 percentage. As text cited by Salvan and Hambre
(2020), research has shown that, on average, teachers with more than 16 years
of experience were more effective than teachers with no experience, but are
not much more effective than those with 5 years of experience. Primarily the
adaptation of new methods and modes of teaching among students in different
mediums, particularly in using online applications in conducting students in
distanced learning from the current phenomena has been observed. Looking at
the aforementioned data, the researchers concluded that there are more
teachers between the years of experience range of 6-10 years.
Conversely to Graham, White, Cologon, and Pianta (2020), a teacher’s
years of experience were found to be negatively associated with the amount of
instruction, with less experienced teachers achieving significantly higher
scores. On the contrary, Zafer and Aslihan (2013) discovered that teachers with
more years of teaching experience showed significantly different attitudes
toward management as they seemed to be more in control of their classrooms,
had good interactions with students, and were better at making decisions than
teachers with fewer years of teaching experience.
Part II. Assessment of Quality of Work Life (QWL) of PSHS Teachers
In this part of the discussion of findings, the researchers assessed the
teacher’s quality of work life based on the study of Fakhri et al. (2019)
comprised of nine, whereas the study only focused on the main six in terms of
their job security, job satisfaction, work autonomy, work environment, training
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and development, and reward and compensation to determine the factors
affecting them.
Table 7. Quality of Work Life in terms of Job Security
Item
1. I have the right amount of
pay I receive for my job
compared to others is the
same in various industries
2. I foresee the job I have now
is recession-proof
3. I believe that government can
raise our compensation and
benefits in the future
4. I agree that a teacher can
perform well being secured
on their job
5. I have a job now that can
help in future career
opportunities by having
experience as a teacher
6. I have job security
currently which influenced my
work performance
7. I acquire the lifestyle had
improved by having this job and
attained my highest
physiological needs for my wellbeing
Composite Mean
Mean
SD
Interpretation
3.69
0.79
Agree
3.81
0.75
Agree
4.19
0.66
Agree
4.88
0.34
Strongly Agree
4.81
0.40
Strongly Agree
4.56
0.51
Strongly Agree
4.19
0.66
Agree
4.30
0.59
Strongly Agree
Table 7 had shown the result of the assessment of QWL in terms of job
security among teachers, it was found that the item about teachers being able
to perform while being secured on their job had the highest mean of 4.88 and
0.34 standard deviation as lowly dispersed, whereas this implied that relatively
similar responses for teachers to have job security in their profession at PSHS.
The primary reason for this is that, according to the National Education
Association (2022), teaching is one of the most secure professions, with a job
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security rating of 4.4 out of 5 due to the range of opportunities available in the
education sector. This high rating through the mean supported the evidence
above. A high rating of job security indicated an assurance that teachers will
remain in their profession for a long period and may increase retention and job
opportunities open for this kind of profession.
Meanwhile, the item related to having the right amount pay for the
teachers had a 3.69 with the verbal interpretation of "Agree" also acquiring a
standard deviation of 0.79 indicating a more varied response for teachers.
Through responses indicated that PSHS teachers have different perceptions of
the pay levels that should be the basis for their compensation in their job.
Determining the appropriate amount of pay for teachers involves various
factors, such as education, experience, location, and the current demand for
teaching positions. Guest (2021) stated that established job security would
translate into less employee turnover, which will reduce hiring costs and better
overall growth. Amount of pay is a significant predictor in terms of the personal
motivation of employees, they tend to do work motivated as they were wellcompensated fairly and equal to their work
In general, job security had a mean of 4.30 strongly agreed by 16 teachers
with a standard deviation of 0.59. Moreover, teachers must be compensated for
their critical role in educating society's future generations and ensuring a strong
foundation for the country's future. In the aforementioned results, this implied
that the teachers have job security in their teaching profession. In line with Llego
(2023) about the Republic Act No. 4670, often known as "The Magna Carta for
Public School Teachers," was therefore passed into law to grant professional
rights and safeguards to our public school teachers in recognition of the rigor
and degree of difficulty of the exercise of their profession, encompassed that
one of their rights has to advance and enhanced their condition and living to
provide quality education among Filipinos. Through this law, it provided to have
teachers’ rights and decent pay to improve their social and living conditions to
sustain work quality along with providing quality education among Filipino
learners
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Table 8. Quality of Work Life in terms of Job Satisfaction
Items
1. I am contented with my
profession as a teacher
2. I am going to pursue this
teaching career to improve
myself and serve the public
3. I can fulfill my family’s
demands through this job
4. I have enough career
developments, financial
needs, and credentials to fit
this role as a teacher
5. I have to sustain this
career as it is my one and
only choice
6. I can determine that my job is
satisfying as I can hone my
potential and develop another
future career path
Composite Mean
Mean
SD
Interpretation
4.69
0.6
Strongly Agree
4.81
0.4
Strongly Agree
4.13
0.89
Agree
4.56
0.73
Strongly Agree
4.19
0.98
Agree
4.25
0.58
Strongly Agree
4.44
0.70
Strongly Agree
Based on the tabulation presented above, it can be inferred that most
PSHS teachers strongly agreed in pursuing their careers in improving
themselves to serve the public and acquired the highest level of education
mean of 4.81 with a least standard deviation of 0.4 as lowly dispersed. It
signifies that the responses are alike to have that the teachers have a purpose
and might stay longer for their profession serving the Filipino people. Job
satisfaction, according to Locke (2016), is the pleasant and positive sensation
that comes from evaluating one's work or work experience. Moreover, as
indicated by DiSchiano (2017), various factors influence teacher retention in
their field, but pay is the most obvious element in retaining competent teachers.
Conversely, the item regarding the fulfillment of their family's demands
had the least mean with 4.13 remaining to agree dispersedly by 0.89, this aimed
that the PSHS teachers have various conditions which may indicate a tiny
insufficiency of income within their occupation. The main sources of satisfaction
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are safety and positive working relationships with managers and coworkers
(Inayat & Khan, 2021).
Overall, the job satisfaction of teachers had a 4.44 mean and highly
dispersed data indicated from 0.70 standard deviation in which strongly agreed
enough that the teachers have job satisfaction when it comes to their teaching
profession, some of its factors in their satisfaction. The well-being of teachers
and their pupils, overall school cohesion, and improved status of the teaching
profession are all impacted by job satisfaction, which is intimately related to
teacher retention (Toropova et al., 2020).
Table 9. Quality of Work Life in terms of Work Autonomy
Items
1. I am encouraged to use
my knowledge and initiation
to do my work
2. I have to neglect some
tasks to do more important
tasks, especially in document
forms needed to be passed
on to the office
3. I had to finish immediately
lesson planning requirements
to avoid multiple workloads
4. I am well-motivated in my
work as I am rightly
compensated
5. I agree that my working
autonomy will help a lot to
help others’ condition
6. I believe that if all employees
are initiative, the workplace will
be more productive
Composite Mean
Mean
SD
Interpretation
4.56
0.51
Strongly Agree
3.81
0.75
Agree
4.5
0.63
Strongly Agree
4.25
0.77
Strongly Agree
4.56
0.51
Strongly Agree
4.63
0.62
Strongly Agree
4.39
0.63
Strongly Agree
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In table 9 shown above consist of results in terms of teachers strongly
agreed that when all employees are initiative, as a result, the workplace will
become more productive gaining the highest mean rated as 4.63 with a 0.62
highly dispersed data distribution. Based on the results, it implied that
initiativeness or autonomy has a relation to employees becoming productive in
their work. Employees have been granted more freedom to work from home,
from virtual workplaces, and when traveling, according to Johannsen and Zak
(2020) moreover, they may consciously or unconsciously misattribute their
causal activities in self-reported data, which has limited people understanding
of how autonomy influences work habits.
Meanwhile, some teachers may not be able to neglect some tasks in
prioritizing other tasks whereas acquired the least rated mean of 3.81 as they
agreed dispersedly by 0.75. It can be inferred that the teachers need to
accomplish each task without any prioritization, once a task was not
accomplished, the productivity of teachers were affected. Choosing which jobs
should be finished in what sequence depends on their relevance (Indeed
Editorial Team 2023). One might be able to better manage their time with the
help of this method. Anyone can learn how to accomplish critical chores first,
meet deadlines, and have more time to complete larger activities by doing this.
Therefore, work autonomy has a composite mean of 4.39, strongly agreed
by the teachers whom they assessed dispersedly with a 0.63 standard deviation
that it is present across their workplace. Having a presence of work autonomy
in the teacher's workplace indicated that teachers have the freedom to do and
initiate in ensuring quality work for their job. It can also help to reduce workloads
and managed to become engaged with other work that can help their
colleagues in accomplishing each task or challenge in a day. It is also claimed
by Wooll (2021) that giving employees the freedom to work according to their
own choices is what is meant by workplace autonomy. Employees that have
autonomy at work are free to choose how and when to complete their tasks.
With this support, do not be confused with flexitime.
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Table 10. Quality of Work Life in terms of Work Environment
Items
1. I foresee my
management promoting a
positive attitude at work to
avoid conflict and ensure
fairness in the workplace
2. I have acceptable
physical working conditions
3. I have a workplace that
makes me feel valued as a
teacher and public employee
4. I know that school
provides the necessary
facilities and needs which
make me at ease and
comfortable
5. I know that the school
wants an improvement in
terms of management,
adding facilities, staff, and
equipment in my workplace
6. I can see my colleagues
create a good relationship
within the faculty
Composite Mean
Mean
SD
Interpretation
4.88
0.34
Strongly Agree
4.56
0.51
Strongly Agree
4.81
0.4
Strongly Agree
4.44
0.63
Strongly Agree
4.63
0.62
Strongly Agree
4.94
0.25
Strongly Agree
4.71
0.46
Strongly Agree
The above-mentioned tabulated results revealed that the colleagues
created a good relationship within the faculty and achieved an interpretation of
"Strongly Agree" which is the highest mean of 4.94 with a standard deviation of
0.25 between the range of 4.21-5.00. This implied that few teachers have
become different in which in general, the faculty has a positive environment for
PSHS teachers.
Mainly it is due to what Positive Staff Relationships (2023) claimed that
employees recognized how important relationships with coworkers can be. In
both professional and academic settings, the quality of their collegial
relationships—that is, how well employees get along and collaborate with their
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colleagues—can make or break how much employees enjoy their work. People
have an idea of what healthy interactions between teachers and workers might
look like. It implied that teachers have known the importance of creating good
relationships and a positive environment in their work, not just because to work
for their profession
While the item referring that teachers knowing that the school provides
the necessary facilities and needs which makes them at ease and comfortable
gained the least mean of 4.44 with a 0.63 standard deviation and is interpreted
as "Strongly Agree". It is inferred that still, most teachers agreed to have an
experience of a good environment where their needs for learning and work
materials were provided.
Moreover, it is explicated by Bergado (2023) that larger classrooms are
better able to provide suitable learning settings for pupils and are linked to
higher levels of learning and engagement among pupils. With the present
emphasis on 21st-century learning, which includes ensuring that students can
work in groups, solve issues, and communicate effectively, classroom space is
particularly important. The utilization of various teaching techniques that are in
line with 21st-century skills is made possible in classrooms with enough space
to rearrange seating arrangements.
Overall, the data results show that all items in terms of work environment
had a 4.71 composite mean which included between the range of 4.21 to 5.00
with a 0.46 standard deviation and a qualitative interpretation of "Strongly
Agree". Based on these results, somehow commonality, teachers have a good
working environment in their work across PSHS.
Relatively, Herrity (2023) asserted that an excellent approach to enhanced
work output was to have a good work environment. The productivity and ability
of an individual to perform responsibilities effectively may increase when a
person is happier. As a better employee, an employee may receive raises and
promotions as a result of this. Through the positivity contained in the
environment, it can be inferred that the improvement of teachers’ QWL should
have its characteristics so that they become productive as it is.
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Table 11. Quality of Work Life in terms of Training and Development
Items
1. I have skills and a degree
that is well-used
2. I determine that the
changes were significantly
accompanied by the
appropriate support and
training, necessary for my
career development
3. I can see that the workplace I
have provides adequate
training, intervention programs,
and professional developments
4. I study more educationrelated programs so that I
can enhance my
pedagogical practices for
children
5. I see that school
leadership’s support for
teachers’ professional
development
6. I have fellow teachers
share what they have
learned about their teaching
experiences with me
7. I adapt sustainable
practices and modern
technology due to the new
normal to improve my skills
and knowledge for teaching
and communication
8. I can see that Graduate
School Programs offered may
be able to help me to develop
more learning and areas to
explore my expertise
Composite Mean
Mean
SD
Interpretation
4.94
0.25
Strongly Agree
4.88
0.34
Strongly Agree
4.69
0.48
Strongly Agree
4.69
0.60
Strongly Agree
4.94
0.25
Strongly Agree
4.81
0.40
Strongly Agree
4.63
0.62
Strongly Agree
4.69
0.6
Strongly Agree
4.74
0.49
Strongly Agree
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As indicated in the presentation above, there are two consisting items which
the highest rated mean of 4.94 and least rated standard deviation of 0.25, in
combination, teachers strongly agreed that both item links in the context of the
effectiveness of professional development for teachers. One of the reasons why
teachers aim to develop and pursue skills and degree is to improve their
profession and their practices. In-service teacher training, according to a study
by Koellner and Greenblatt (2018), is a set of activities designed to encourage
instructors to increase their knowledge, develop their abilities, and widen their
professional horizons.
Meanwhile, it can be denoted that the least rated and strongly agreed by
the teachers is applying sustainable practices and modern technology in their
skills with a mean of 4.63 and a highly dispersed standard deviation of 0.62.
Mainly, it is due to the least prioritized development among teachers, not all
teachers are able and ready to adopt these practices.
According to Studeo (2023), there is also a reluctance to use new
technologies among teachers. Insufficient information and training still a main
problem. To make the most use of modern technologies, technical
understanding is required, and some teachers who are not comfortable with
them refuse to adapt their working methods.
Generally, in terms of the training and development of PSHS teachers had
a high rated mean of 4.74 and a lowly dispersed data of 0.49, these are strongly
agreed upon as it is presently based on their responses that they aim for
professional development.
Primarily, it is considered as part of promotion or improvement in their
respective profession. A professional development goal for teachers, according
to Cook and Gray (2021), is a learning and implementation goal that they
establish for themselves. It necessitates a precise aim that can be implemented
in a relevant and measurable timeframe. Such as attaining a post-graduate with
a master’s degree or units is essential in the promotion of teachers across
educational institutions.
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Table 12. Quality of Work Life in terms of Reward and Compensation
Items
1. I get a reward or
motivation for my work
2. I am rightly compensated
for the work I do
3. I know and receive all job
advantages according to the
assigned by the labor law
4. I benefit from the current
salary structure and adequate
ways to pay educators
5. I agree that experience on
the job should count more
toward determining pay levels
6. I can have enough
financial obligations on the
compensation I received
7. I am financially literate to
handle my finances within the
given monthly salary I received
as a teacher
Composite Mean
Mean
SD
Interpretation
4.31
0.6
Strongly Agree
4.31
0.7
Strongly Agree
4.31
0.6
Strongly Agree
4.38
0.62
Strongly Agree
4.56
0.51
Strongly Agree
4.44
0.63
Strongly Agree
4.5
0.82
Strongly Agree
4.42
0.65
Strongly Agree
According to table 12 shown above, illustrated that the item regarding the
strong agreement of PSHS teachers about pay levels in their profession should
count more on years of experience in their job in terms of reward and
compensation. This item gained the highest mean of 4.56 and least standard
deviation of 0.51 as lowly dispersed, in which responses might be puzzled, it is
possible that teacher’s compensation and benefits should be more based on
pay levels for years than the educational attainment or professional
development they have. All teachers, whether honorary teachers or non-PNS
instructors are entitled to a good income, namely in the form of salary and
allowances (Marman et al., 2021). Relatively, teachers have the right to earn a
respectable salary above the bare necessities of life, according to Article 14 of
the 2005 Teacher and Lecturer Law.
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While the three items strongly agreed and tied as the least rated items of
a 4.31 mean with 0.6-07 standard deviation indicated as highly dispersed. The
concept formed that teachers can attain and acquire rewards and compensation
from their work, but due to varied responses, it can be signified that it is not
enough for some teachers. This can affect teachers. Teachers should be paid
more, especially given the amount of effort the position entails, according to
Cram (2023), claimed that teachers currently do not receive a high enough
income. Insufficient pay and a lack of feeling valued are the main reasons that
educators quit their jobs. The quality of education pupils receive is impacted by
this as well as the teacher shortage.
Overall, the reward and compensation have strong agreement among
PSHS teachers with a mean of 4.42 and a high dispersion of 0.65 standard
deviation. Still, the teachers can be supported by the government in terms of
their salary in providing them as exchange for their hard work in the teaching
profession. Moreover, rewards and compensation can be a motivating factor for
a teacher to work. Marman et. al (2021) stated that one of the things that can
improve teacher performance is the provision of compensation or service fees,
either in the form of money, allowances, or other facilities by existing policies.
Table 13. Summary of Quality of Work Life of Teachers
Quality of Work Life
Mean
SD
Interpretation
Job Security
Job Satisfaction
4.30
4.44
0.59
0.7
Strongly Agree
Strongly Agree
Work Autonomy
4.39
0.63
Strongly Agree
Work Environment
Training and Development
Reward and Compensation
4.71
4.74
4.42
0.46
0.79
0.65
Strongly Agree
Strongly Agree
Strongly Agree
General Weighted Mean
4.50
0.64
Strongly Agree
Based on the given table presented above, indicated that in terms of
training and development of teachers on their QWL, it was found that it acquired
the highest mean of 4.74, despite the varied responses among 0.79 standard
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deviation, PSHS teachers still strongly agreed. Results reflected that they aim
for professional development and training for their profession as it enabled them
to be promoted in the educational institution and improve their pedagogy for
providing
quality education for Filipino students. Gopinathan (2016)
discovered teachers' professional development effectiveness contributes to
improved learning and school change. Furthermore, when education quality
declined, it became vital to achieving several other Sustainable Development
Goals (SDGs). People who receive high-quality education can escape the cycle
of poverty, which helps to lessen inequality and advance gender equality
(United Nations, 2023). By the IPPD, teachers played a crucial role in preparing
students to become future professionals by enhancing their values and skills in
which allowed them to work more effectively toward raising student and school
performance. On the other hand, Srinivassacharlu (2019) discussed the
significance of CPD, where its re-orients teacher educators with up-to-date
knowledge and the latest developments thus equipping teacher educators with
ever-increasing digital skills and competencies to manage a hyper-connected,
knowledge environment to best prepare future teachers in the field of education.
Conversely, teachers rated least their job security in their QWL with a 4.3
mean and perceived their responses much more common as they strongly
agreed than the training and development with a 0.59 standard deviation. It can
was inferred that the PSHS teachers have sufficient job security in their
profession, as the government recognized the provided recent salary increase
for teachers, some Filipino teachers might have secured their job as it enabled
them to meet their basic needs and benefits. However, as inflation increases
implicating the threat to public employees' job security, the Alliance of
Concerned Teachers (ACT) claims that they argued in Mateo’s (2023) report
that the current level of wages and salaries of public workers and employees is
far below the living wage and that the 11-month straight period of above-five
percent inflation has only reduced their purchasing power. As a result, they
claim that salary increases are urgently required.
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Overall, the general composite mean of quality of work life acquired a 4.42
among PSHS teachers who strongly agreed on more dispersed responses of
0.65 standard deviation. As the researchers reflected on the results, they have
an agreeable QWL in their profession and within PSHS along with several
factors affecting them in the main six components of QWL by Fakhri et al.
(2019). Having a high QWL made it appear that teachers are paid fairly and
decently. Teachers' perceptions of reasonable and competitive pay are also
included in QWL. This would increase their dedication to their jobs (Akram et.
al., 2017).
Part III. Significant Differences of Demographic Profiles in QWL of
Teachers
In this part of the inferential analysis, this study briefly discussed the
findings in determining the significant differences in quality of work life in the
demographic profiles accordingly grouped among the teachers.
Table 14. Significant Difference of Sex in QWL of PSHS Teachers
Domain
Group
Mean
pValue
Male
4.46
0.68
Female
4.53
0.64
QWL
Decision
Remarks
Failed to
Not
reject Ho significant
As the table presented above, it can be noted that the demographic profile
in terms of sex in groups of male and female teachers was found not significant
in the quality of work life of teachers. In these results, the researchers can infer
that it was not proven that affect the teachers within their school. Sex has not
necessarily had considerable significance on QWL some of the related studies
found by Ahmad (2017) concluded that employees' gender has no specific
relationship regarding the degree of their QWL, as well as Balasabas's (2022)
study had no significant differences in the quality of work life when analyzed
according to sex, age, and length of service among public secondary teachers
remote areas in the Philippines, and reflected that this school can be
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experiencing gender inequalities, or may experience poor work designation and
a barrier that may affect their QWL. Also, in a survey done on government
schools in Pakistan, teachers generally believe that the quality of their working
lives is below average with no significant difference based on gender (Ytitbarek,
2017). Feminization in the teaching profession was a worldwide problem. In the
Philippines, it has been stated that this problem represented gender imbalance
concerning their male equivalent (Bongco & Abenes, 2019). In contrast to the
Department of Education's (DepEd) gender equality policy, which promotes
gender equality in the classroom and eliminates stereotyped thinking from
society by altering the mindset of the young generation (Srivastava, 2022).
Table 15. Significant Difference of Age in QWL of PSHS Teachers
Domain
Group
Mean
QWL
26-31
32-35
36-40
41 and
above
4.48
4.39
4.74
4.42
pDecision
Value
0.68
Failed to
reject Ho
Remarks
Not
significant
Based on the tabulation given above, it consists of not significant results
which had a p-value of 0.68 whereas researchers failed to reject the null
hypothesis as it is higher than the 0.05 alpha level. This signified that the groups
of 1-5 years and 6-10 years of teaching experience have no impact or difference
towards the quality of work life. These years of experience has not actually in
context a factor in affecting PSHS teachers, most likely, the both positive and
negative experience they dealt with within the years of work experience has
much more significant. There is virtually little evidence to support the idea that
new teachers are less competent than instructors with more years of
experience, according to (Graham et al. 2020). Kini and Podolsky (2016) stated
that more experienced teachers benefit their coworkers, students, and the
institution as a whole
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Table 16. Significant Difference of Teaching Position in QWL of Teachers
Domain
Group
Mean
QWL
Teacher I
Teacher II
Teacher III
4.53
4.25
4.52
pDecision
Value
0.72
Failed to
reject Ho
Remarks
Not
significant
Based on the aforementioned table above, it can be denoted that the
groups with the most responses in the teaching position of teachers have no
significant results in their QWL with a p-value of 0.72 in the decision of failing to
reject Ho. Researchers of this study were able to emphasize that the positions
in the employment do not affect teachers in their quality of work life, rather, the
teachers do not aim for higher positions in the workplace but for professional
development in improving their pedagogical practices for student learning.
Moreover, regardless of their teaching position, teachers have always
experienced constraints working in the public education sector. Whereas Ertürk
(2022) explicated in their study found that the positions in employment do not
affect teachers' quality of work life. Instead, teachers aim for professional
development in improving their pedagogical practices for student learning.
Despite their teaching position, teachers have always experienced the same
constraints on working in the public education sector
Table 17. Significant Difference of Educational Background in QWL of PSHS
Teachers
Domain
QWL
Group
Baccalaureate
Graduate
With
MAEd/MA/MS
Units
MAEd/MA/MS
Graduate
MAEd/MA/MS
with Doctoral
Units
Mean
pDecision
Value
Remarks
4.33
4.43
4.63
0.48
Failed to
reject Ho
Not
significant
4.74
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As per the groups of educational background in the results indicated
within the table, it can be inferred that they are not significant in the QWL of
PSHS teachers based on the f-value and p-value comprised 0.87 and 0.48
higher than the 0.05 alpha level. In terms of educational background, it has no
significance within PSHS teachers as it is not a considerable factor, wherein, in
any educational background, the teachers have still on master’s education, most
of the time, the Department of Education (DepEd) seeks for master teachers to
have employment and work promotion in the basis of credentials Orapa (2023)
claimed that a master’s education is not always necessary for basic teaching
positions, it is still a requirement for higher positions such as master teacher
promotion.
Table 18. Significant Difference in Years of Teaching Experience in QWL of
PSHS Teachers
Domain
Group
QWL
1-5 Years
6-10 Years
11-15 Years
16 and Above
Mean
4.37
4.50
4.55
4.92
pDecision
Value
0.53
Failed to
reject Ho
Remarks
Not
significant
Based on the tabulation given above, it consists of not significant results
which have an f-value of 0.78 and a p-value of 0.53 whereas researchers failed
to reject the null hypothesis as it is higher than the 0.05 alpha level. This
signified that the groups of 1-5 years and 6-10 years of teaching experience
have no impact or difference towards the quality of work life. These years of
experience has not actually in context a factor in affecting PSHS teachers, most
likely, the both positive and negative experience they dealt with within the years
of work experience has much more significant. Moreover, it is found lesser
evidence to support the idea that new teachers are less competent than
instructors with more years of experience, according to Graham et al. (2020).
Moreover, Kini and Podolsky (2016) stated that more experienced teachers
benefit their coworkers, students, and the institution as a whole.
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IV. QWL Factors Affecting the Personal and Professional Life of Teachers
Intrinsic Factors Affecting QWL of Teachers
The daily challenges encountered, workaholism, ethical dilemma, student
learning and behavior, learning and working environment, social environment,
working culture, family problems and personal issues, learning materials, facility
deficit, school-based management, demand for basic needs, job satisfaction,
and technophobia were influenced as internal factors and how teachers
perceive and react to their work environment, whereas PSHS teachers have
been experiencing a lot of intrinsic factors in their respective workplaces.
Working with students, teacher control over the class, classroom activities, and
student characteristics are all intrinsic elements that affect QWL, as claimed by
Mostafa and Pal (2018). These elements can be controllable and managed by
the teachers with different strategies that can be applied.
These elements may have an impact on teachers' general job satisfaction,
motivation, and well-being. It is crucial to address these innate elements to raise
teachers' QWL and foster a helpful and encouraging workplace or else a
negative working environment (e.g., inadequate safety and health, job pressure,
and stress) might also harm QWL (Kiriago & Bwisa, 2018) as these factors are
directly linked to the workplace or their environment. Therefore, it is essential
that they need to determine these intrinsic factors within their workplace and
develop themselves to equip themselves with different situations, as much as
possible, they should be prepared and provide contingency plans that will
prevent them from negative consequences that may implicate them in forming
these intrinsic factors that affect teachers QWL. Intrinsic factors are internal or
personal aspects that can have an impact on a teacher's work-life quality. These
elements are frequently linked to a person's drive, values, and personal
fulfillment. All of these analyses were based on the narratives provided below.
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“Hmm…being a teacher of course,
Daily
Challenges
Encountered
there are a lot of challenges that we
encountered
hmm…daily
in
different aspects…” – R2
"…they are just too worka-oholic,
well personally that is how I see my
colleagues and hmm...the whole
family of PSHS so that is the only
problem that I see from them they
are too workaholic. A problem that
can be both positive and negative,
Workaholism
positive
in
a
way
they
accomplished everything on time,
negative just because they are too
focused in the task given to them to
the point that sometimes they tend
to set aside their personal lives." –
R4
"...it is not right or to say that
hmm…I
have
philosophies
Ethical
Dilemma
disposition,
ideas…I
in life, have
that
is
what
have
my
you
perceive right, somehow you have
to break the rules, your own
rules..." – R5
Technophobia
"...my colleagues, they are far
different from me when it comes to
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modern technology because I'm
not techie...." – R4
"...you just use that or you just build
that for the students for them to be
Learning and
comfortable, right? Because we...I
Working
believe that when a classroom
Environment
somehow has fright to children,
that’s a factor why they are affected
by their performance..." – R5
"...you are dealing with different
people
coming
from
different
families. – R4
Social
"...you” re not just dealing with the
Environment
same group of people, the moment
you are dealing with different
groups of people..." - R4
"...at first hmm since I am new of
course somehow I’ve got culture
shock, right? hmm this is what real
Working
life is though we say way back
Culture
when we still studying, we have
field study though, there are hmm
internship also we called..." – R5
"...not so much anymore hmm
Demand for
responsive
Basic Needs
demands in our life, right..." – R5
our
salary
in
the
Family
“And there are things that should
Problems and
be and should not be brought in
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Personal
Issues
school just like hmm…family and
personal problem.” – R1
"...then the job satisfaction of
course, there are many times that
we can talk about it if we are still
Job
happy in our job, if we have such
Satisfaction
plans, how many years we will stay
in this kind of profession or we are
planning to go abroad..." – R5
Extrinsic Factors Affecting QWL of Teachers
Teachers struggle to deal with their limitations because of the
uncontrollable forces that have an impact on them. These extraneous factors
demonstrate the significance of organizational policies, resource allocation, and
external variables in determining the working environment and impacting
teachers' quality of work life (QWL). They are also regarded as extrinsic
because they are influenced by factors outside of the individual teacher and the
organizational and external work environment. Madero (2019) specified that in
the extrinsic category includes some tangible factors such as school safety,
remuneration, workload, teachers' social standing, school resources, and
administrators' perceived support for teachers' QWL. Moreover, only selected
authorities in the government have the only authority in the control of these
linking constraints such as brain drain, salary hike, poor work schedule and
designation and learning materials and facility deficit. One of the most
controversial issues in the contemporary problems in the Philippine labor market
is as the country has lost its highly-skilled professionals due to work
opportunities, job offers, and high salaries opening doors abroad. According to
Alburo and Abella (2017), as stated in the International Migration Papers for
ILO, the Philippines has been dealing with a "brain drain" phenomenon since
the early 1970s as highly qualified doctors, teachers, seafarers, mechanics,
engineers, and other professionals leave the nation primarily due to the
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workloads and low compensation raise offered in the jobs across the country.
Salaries have an impact on public employees in terms of the quality of work.
ACT criticized the Department of Budget and Management (DBM) for rejecting
the petition of about 60,000 public school teachers to approve a 36% increase
in the salary of entry-level teachers and college instructors based on the report
from Chi (2023) in the Philippine Star. These extrinsic factors mainly aim to
provide ways to deal with this as they may impact teachers’ QWL in both
personal and professional life. Moreover, it is important to note that while
intrinsic factors play a significant role, the quality of a teacher's work life is also
influenced by external factors such as school culture, administrative support,
student behavior, and resources available. A combination of intrinsic and
extrinsic factors collectively contributes to a teacher's overall work experience
and job satisfaction.
These findings were reflected based on the narratives below.
“particularly hmm on the understanding
of students right it is difficult to capture
their attention.” – R2
“since they are the reflections of the
Student's
students towards their behavior inside
Learning and
the classroom we are affected also…”
Behavior
– R3
"...they do have different attitudes and
behavior so, hmm…that is one of the
struggles..." – R4
Learning
Materials and
Facility Deficit
“…it’s the physical aspect of the school
those facilities and also the apparatus
or any physical aspect of school, that is
a big challenge for us teachers since
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they are being used in teaching and
learning process.” – R3
"...somehow you need to adjust to the
situation and from there it will occur
harmony and if there is a harmony, of
course, hmm...the whole system, the
whole school rightly will follow." – R5
"...compared from other hmm...biggest
School-Based
school, of course, they have a slightly
Management
different system on them right hmm
let’s say its different on them such as
hmmm
they
are
already
departmentalized, they have already
senior high school also then per
subjects of them its already big" – R5
“Well, if they will raise the salary, well
that’s good, right? Or if not, at least you
have the job, thus you commit yourself
with this because anything is affected
with the quality of your work..." – R5
Salary Hike
"....we see several rants over the FB,
prolyl, you are also aware of that in
which hmm teachers, they are looking
for salary hike, they are also looking for
hmm the benefits, what are the actions
in the government..." – R5
“I believe the competition and the
Competition
challenges is not within the circle, but
within ourselves. We have to hmm be
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better hmm and compare to ourselves
not with hmm anybody else.” – R1
“I think, the most important here
needed improvement, it is the salary of
the teacher right, actually even though
not just the teacher hmm all the
careers,
right?
when
you
are
hmm…well-compensated right?” – R2
"...maybe in terms of the salary, in
terms of the other areas you should not
Reward and
expect anything beyond that because
Compensation
hmm as we say or should we say that it
is true that not any teachers will
become rich..." – R5
"That should be also the area (Reward
and Compensation) in which prolyl
need to improve, to address by the
government maybe they see that it is,
so they should take action about it." –
R5
“Well hmm…those who are hmm…who
live near the school, of course, it is an
advantage for them but there are
Work Schedule
teachers teaching here hmm…that are
and
very far from here just like as you can
Designation
see there’s still from Sasmuan, In
Magalang, Mabalacat, Guagua, which
affect of course hmm in Bataan…” – R1
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Adaptive Strategies in Managing Personal and Professional Life
For teachers to successfully manage their personal and professional lives,
adaptive strategies are crucial. They support teachers' overall well-being by
assisting them in maintaining a healthy work-life balance and adapting to
changing conditions. Because being a teacher, managing time between
different workloads and schedules are essential skills and strategies to combat
and minimize piled paperwork and tasks to be accomplished. Hence, employees
working either in public or private institutions have to manage and balance their
work and personal life particularly related to the personal or family problems and
challenges encountered which should not be brought into work as it affects work
performance, as a strategy, this can avoid ethical dilemma or work conflict in
the workplace. Therefore, it is required to have such a skill and strategic ability
how to handle, adjust, and adapt to changes within the workplace. Moreover,
these changes are challenges that mostly controllable. By incorporating
adaptive strategies, teachers can become flexible, develop time management
skills, encourage self-care, stay current in their respected field, collaborate with
others in their environment and among their colleagues, and establish
boundaries between their personal and professional lives. As a result, teachers
can keep their health while providing their students with high-quality instruction.
By acknowledging the issue and addressing it, adaptive strategies make things
easier both now and, in the future, (Peterson, 2021). While seeking social
support, working out, and partaking in leisure activities were the most popular
adaptive strategies for coping (Hidalgo- Andrade et al., 2021). These strategies
are included and mentioned in the presented narratives below.
"I believe that time management is
Time
Management
very important so for you to manage
your personal life." – R4
"If you have time management, if it is
ok to use a to-do list for you, about
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what will you accomplish this day, this
day you should do this task." - R5
“…As I can see hmm…Prado Siongco
High School able to manage and
balance their hmm work hmm life
because hmm as I’ve been observing
them.” – R1
“Because there are things that should
be done at home, there are things that
should be done in school…” – R1
“But we encounter these problems
using different strategies and also
hmm.. it is also important to factor
actually, probably here always that our
life has along with its challenges for us
Work-Life
Balance
is to balance…” – R2
“I act as a teacher in managing my
personal and professional life, these
two are interrelated to each other so I
need to be good or I need to manage
my personal (life) very well because it
will reflect my professional life so
same through with professional and
personally so they are related.” – R3
"I'm, as a human being, you have your
own private life as well for you to live a
normal life you must know how to
balance them." – R4
“and then less for your professional
life, it is not also probably more on
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work for us then we will forget our
personal life. So I guess it’s a matter
of balance." – R5
"As what I have said on you hmm
those will make you learn about hmm
at one-point it should be balanced." –
R5
Hmm…hmm…as you can see in the
board some of them are still teachers I
so, of course, hmm… all way and
hmm…are exquisite and hmm going
to be promoted is education so they
have
to
continue
hmm
their
Professional
professional hmm…education in order
Development
for them to be promoted.” – R1
“But hmm most of them, hmm almost
act of them are already promoted but
we still had the need really to give
hmm
effort
graduates
in
hmm…their
studies
so
they
most
can
hmm…get promoted.” – R1
“…my personal life serves as a
Personal
motivation for me to do better in my
Motivation
professional aspect or professional
life…” – R2
“…and then just stay positive and do
Positivity
hmm…whatever you can to overcome
the
challenges
that
you
may
encounter.” – R2
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"Well, I think you just have to embrace
everything, so if you fully embrace
everything ah it will come or it will
happen
smoothly
it
will
become
smooth sailing..." – R4
“Hmm…personally but hmm…these
things are well managed by the
teachers…” – R1
“So if we have challenges like this, we
need to adjust, we need to cope up
with this kind of challenges.” – R3
Coping
Mechanism
"If you feel you are burned out with
problems, you just have to sit and
relax, breath and then try to unwind so
that you can inhale new hmm...new
air, new oxygen so you can think well."
– R4
"... to cope up we should not insist our
ideals always so that is what I have
learned from them..." – R5
Adaptability
"...it means to say you become a
flexible hmm you have to adjust easily
because I believe that there is no man
an island." – R4
"...but if there are some changes and
hmm…of course even if you just
wanted to go with the flow you cannot
because you really have to equip
yourself with new learnings." – R4
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V. Factors Affecting the Quality of Work Life of Teachers
Figure 3. Factor’s Affecting Teacher’s QWL Stacked Venn Diagram adapted
from John Venn (1880)
To discuss the overall findings much more simpler, the researchers
intended to use Stacked Venn Diagram to ensure that it would be easier to
understand the convergence of concepts and themes from both quantitative
and qualitative results. It was also explained by Kenton (2021) that this diagram
aimed to be an illustration that used circles to highlight similarities and
distinctions between objects or groupings of objects. Based on the illustration
above, demographic profiles such as age, sex, teaching position, educational
background, and years of teaching experience were set aside outside the circle
as this research found not significant. Therefore, in this study, demographic
profile was not proven to PSHS teachers affecting their QWL. Relatively,
Ahmad (2017) Balasabas (2022), and Merbaki et al. (2019) generally found that
all of these profiles are not significant from QWL.
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The entire large circle represented the factors affecting the QWL or in
which also factors that may affect their workplace, within that part, it consists of
sub-circles that represented the quantitative and qualitative results.
In terms of the results of QWL in the quantitative phase among job
security, job satisfaction, work autonomy, work environment, educational
background, and years of teaching experience, it was more detailed and
discussed further the salary hike and school-based management as primary
factors, while personal motivation, and professional development as adaptive
strategies in contributing among the participants of the study. Bashir (2018),
attempted to find out the factors that influence the quality of work life of
academicians in selected universities. Moreover, these several factors such as
workload, autonomy, work-life balance, job security, and interpersonal
relationships were significant predictors also of QWL. As can be inferred from
the previous discussion (see from pg. 22-37), PSHS teachers were much more
significantly focused on the limited choice from the survey intended by which
the general findings reflected were 4.42 indicating having a good QWL implied
a decent and fair pay from their profession (Akram et al., 2017).
Meanwhile, in the qualitative phase, as depicted in the diagram, there is
a stacked Venn diagram between extrinsic and intrinsic factors represented by
some of not mentioned as part of the relationship in the quantitative and
qualitative phases, these overlapping circles were signified as the coverage of
factors deductively approached in the thematic analysis from general, external
to internal factors affecting QWL of teachers. The purple intersection of
quantitative and qualitative phases indicated that the study much explored and
focused in terms of the intrinsic factors that affect directly in their QWL such as
work and learning environment, social environment, and learning materials and
facility deficit and also affect directly the workplace of PSHS among the
teachers as discussed in pg. 34-37.
Overall, these factors converged in the central relationship are the main
factors affecting the quality of work life of PSHS teachers, generally they are
also the factors that affect directly the workplace which an action plan intended
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may contribute improving to QWL in PSHS as a workplace, except for the salary
hike in which an extent outside the workplace or control of PSHS, the
government has the main authority to establish and provide fair and decent
compensation for Filipino teachers as Department of Education recognized the
issue (see pg 1). Therefore, it is concluded that through improving the QWL of
teachers, it should start in their workplace, as a result, an action plan must be
intended.
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VI. Improving PSHS Teachers QWL Action Plan as of School Year 20222023
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With the demand for resolving the concern reflected from both the study
and work field, this research highly provided the action plan for the secondary
high school above.
Table 19. Improving PSHS’ Teachers QWL Action Plan
From the general results of the study, the factors affecting the quality of
work life of teachers were found also affect directly their workplace. Through
providing this action plan, it ensured that the teachers, school head, and even
students would have a much more significant workplace. As the field suggested
(see appx. Field Observations), one of their main concerns is the management
of schools and spaces for storing materials, especially in their condition which
the findings of this study agreed also with that. Furthermore, through the Kaizen
Principle as the core principle and theory that served as the foundation for this
study, it established the action plan for the development of the PSHS workplace
in becoming more successful. It is explicated by Landau (2019) that Kaizen is
aligned with the action plan. It all comes down to organization, continuous
improvements result from using the kaizen action plan consistently whereas
Sapungan and Cuarteros (2015) claimed that applying Kaizen principles to
teaching sustained the continuous quality improvement across all learning
initiatives, regardless of how applicable the principles are. Moreover, teachers
who work in situations that are encouraging stay in the classroom longer and
advance more quickly than their counterparts who work in less encouraging
environments. Furthermore, the typical working conditions that come to mind
when everyone thought about schools, such as contemporary facilities and wellequipped classrooms, do not seem to be what matters most in the educational
setting (Papay & Kraft, 2015) in which Kaizen needs most.
The first part of the action plan consisted of a consultation with the PSHS
school head, consulting with a professional is essential to acquire any guidance
in help for the concern of the workplace. Business901 (2022) argued that when
conducting immersion research, the study must have a clear goal. It was
significant that anyone must work with a consultant with immersion research
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experience. So that, the problem or concerns within the field will become more
specific and thus may be specified the areas needed for the proper solution.
The researchers were involved through extended periods in observing and
interacting with people within natural environments. The solution and findings
must be aligned with the problem of the study and the concern of the workplace.
Unlike traditional focus groups or surveys, this study provided the researchers
more actual and detailed understanding of people’s behaviors, motivations, and
needs within the workplace. Afterward, an action plan was intended, and
planning, according to the Center for Collaborative Action Research (2022), can
assist to consider the inputs required, the action taken, and the outcomes being
achieved.
Meanwhile, it was followed by 5S organization, Kaizen for improving and
providing new stockrooms, 3Rs, and wash areas for health and, faculty office
organization, and the transfer of materials and equipment to the administrative
office. 5S principle defined by Tarlengco (2023), as a methodical approach to
arranging workplaces that focuses on decreasing waste, enhancing flow, and
streamlining operations whenever possible. Sort (seiri), Set in order (seiton),
Shine (seiso), Standardize (seiketsu), and Sustain (shitsuke) are the five
principles that are put into practice. By implementing the 5S methodology in
computer laboratories and stockrooms, schools can benefit from improved
efficiency, reduced waste, easier inventory management, enhanced safety
against electrocution and occupational hazards, and a more pleasant and
productive work environment. Moreover, as discussed in the previous page
about Kaizen, through improvising and providing facilities for spaces in storing
other learning materials and equipment, the inventory management of the
school was improved, as the property custodian provide to list of records about
items available, it is much more effective and easier to locate and check the
number of items. Thus, in providing wash areas these school-based WASH
programs (water, sanitation, and hygiene) were widely used and demonstrably
cost-effective in low resource and conflict/disaster-affected and 3Rs for waste
management as aligned with SDG 3 about good health and well-being, that
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SDG Compass (2015) explained that lack of health endangers children's right
to an education, restricts men's and women's economic chances, and worsens
poverty in localities and nations all over the world.
Organization in faculty served to maintain and provide a clearer and
promote a conducive work environment in the workplace, the researchers
conducted by Hendricks (2017), it is the fundamental reason that organization
in faculty keeps morale (or mental and emotional attitudes associated with one's
job) strong since an ordered work-space can be the witness for an organized
staff. After reducing unnecessary materials and items within the faculty, the
researchers employed to transfer materials from the computer laboratory to the
administrative office, arranged in 5S, and ensured that the items are reachable
enough for ease of access and usage for the learners, teachers, and other staff
in the PSHS.
After implementing the actions taken within their workplaces, the
researchers intended to evaluate its effectiveness by using inventory records
from the property custodian and ensuring its transparency and checked items
or equipment if consumed, used, or missing, thus observing the workplace is
productive and improved their QWL. To sustain the actions taken for their SBM
development, it was intended to continue maintaining organization, cleanliness,
and sanitation until the end of taking tasks in in the action plan. At last, this
action plan was intended to essentially combine the concept as suggested from
the previous studies of Punia and Kamboj (2013) recommended Faculty
Development Programs and Canoy (2020) on the Department of Education
(DepEd) advocated offering intervention programs to enhance teachers' QWL.
As established under the Republic Act No. 4670 of 1966 also known as the
Magna Carta of Public School Teachers, they have rightly imposed to have
advanced and enhanced their condition.
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Chapter 4
CONCLUSIONS AND RECOMMENDATIONS
This chapter discussed the summary of the findings of the study that had
been developed and found, their conclusions, and recommendations of the
researchers. In addition, the intervention model will also be briefly discussed
based on the following discussions.
Summary of Findings
1. Demographic Profile
Overall, mostly there are 11 female teachers with an average age of
26-31 years old from the highest educational attainments of Masteral
degrees within the designated position between Teacher I to III in 610 years of teaching predominantly in the population of Prado
Siongco High School
1.1 Age
Most of the teachers found in PSHS were mainly between the
ages of 26-31, then followed by 41 years old and above which is
the oldest age among groups, thus 36-40 and 32-35 followed the
ranks after. Generally, 16 PSHS teachers are within the scale
provided in the study.
1.2 Sex
Among the 16 teachers as participants in the study, it is dominant
that PSHS had 11 female teachers 68.75% of its population,
compared to five male teachers with 31.25%% of its total
population.
1.3 Teaching Position
More than half of the 16 PSHS teachers, it is evident that 10
most of them are in the Teacher I position with 62.50% of the
population, followed by five teachers with Teacher III with
31.25% or 1/3 of the population, and lastly one of them remained
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in the Teacher II position with 6.25% of its total population. The
rest of the other positions not mentioned are still blank.
1.4 Educational Background
More than half of the population of 16 PSHS teachers in which
nine of them taken MAED/MA/MS Units. Secondly, 1/4 of them,
or 25% are four PSHS teachers with a post-graduated Masteral
Degree. Then followed by two or 1/8 of PSHS teachers with the
highest educational background of MAED/MA/MS with Doctoral
Units and a Baccalaureate Graduate with 6.25%.
1.5 Years of Teaching Experience
Over half or 11 of the teachers had 6-10 years of teaching
experience in both public and private schools they entered, tied,
and, followed by two of each, and 12.50% of each in the general
population had 1-5 years, and 11-15 years of teaching
experience. Lastly, only one of them had 16 years and above
experience.
2. Quality of Work Life Among PSHS Teachers
Mainly, the findings determined a strong agreement among all PSHS
teachers with a 4.42 general composite mean and highly dispersed
responses of 0.65 standard deviation in their QWL at PSHS based
on the self-assessment intended through the survey.
2.1 Job Security
Security is a factor in enabling them to perform their job with the
highest mean of 4.88, implying strong agreement from teachers
with a 0.34 standard deviation, while some had just only agreed
that they have fair and decent pay with 3.69 mean and a
standard deviation of 0.79 varied responses. In totality, still, they
strongly agreed that they have the job security of being a teacher
with a 4.30 composite mean and standard deviation of 0.59.
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2.2 Job Satisfaction
Teachers strongly agreed that they will still pursue the teaching
profession with a 4.81 mean and low dispersion of 0.4 standard
deviations. Conversely, it is only agreed that their job can fulfill
their needs and demand with a 4.13 mean and a dispersed 0.89
standard deviation. In totality, it remains that they have a strong
agreement to have satisfaction in their job with a 4.44 composite
mean and 0.70 standard deviation.
2.3 Work Autonomy
Mainly, PSHS teachers rated highest and strongly agreed that
initiation in the workplace is essential with 4.63 mean and a high
dispersion of 0.62 standard deviation in the contrary, due to
workloads, it is agreed that teachers need to neglect some tasks
to prioritize others with 3.81 mean and a high dispersion of 0.75
standard deviation. Generally, a composite mean of 4.39 and a
0.63 standard deviation for their work autonomy in PSHS.
2.4 Work Environment
One of the highest and strongly agreed among every item in subvariables is that they have positive faculty as work environment
with 4.94 means and a more common response of 0.25 standard
deviation. Also, the school provides necessary facilities and
needs rated least had still strongly agreed by 4.44 mean and the
varied response of 0.63 standard deviations. Overall, a high 4.71
composite mean and 0.46 low dispersion of teachers in terms of
their work environment.
2.5 Training and Development
Coincidentally, two items tied as highest rated with 4.94 means
with a combined concept in the effectiveness of professional
development and more common responses with 0.25 standard
deviation. On the other hand, sustainable practices had the least
prioritized with a 4.63 mean and a standard deviation of 0.62.
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Among all these items, the training and development on QWL of
PSHS teachers are strongly agreeable with a 4.74 composite
mean and a low dispersion of 0.49 standard deviation.
2.6 Rewards and Compensation
With a 4.56 mean and a standard deviation of 0.51, the PSHS
teachers highest rated and strongly agreed that pay levels
among teachers should be based on years of experience
whereas three items also tied as least with 4.31 mean and a
standard deviation range from 0.6-0.7 about acquiring enough
reward and compensation from their work. Forming all these
results, teachers have a 4.42 composite mean and a high
dispersion of 0.65 standard deviations in terms of reward and
compensation in QWL.
3. Significant Difference of Demographic Profile and QWL of
PSHS Teachers
Overall, this study found that all demographic profiles of teachers in
QWL were not significant as results showed that the p-value and fvalue in terms of age, sex, teaching position, educational
background, and teaching position in QWL of teachers were higher
than the 0.05 alpha level.
3.1 Significant Difference of Sex in QWL
In both male and female groups of teachers through t-test, the tvalue negatively implied a -0.81 and a too-high p-value of 0.940,
higher than the alpha level defined as not significant, and failed
to reject the Ho as the decision.
3.2 Significant Difference of Age in QWL
One-way ANOVA test found most of the respective groups of
age had an f-value of 0.59 and a p-value of 0.68 which was
remarked as not significant as it is not entered the 0.05 alpha
level requirement.
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3.3 Significant Difference of Teaching Position in QWL
Some of the blanked and irrelevant responses were not shown
by the one-way ANOVA test, only Teacher I and Teacher III had
the not significant results of 0.34 f-value and a 0.59 p-value
which surpassed the 0.05 alpha level.
3.4 Significant Difference of Educational Background in QWL
Most of the results recognized by the one-way ANOVA test are
within master's educational backgrounds, the f-value had much
surpassed the alpha level with 1.13 and 0.43 p-value, implying
that findings are not significant between educational background
and their QWL, in which failing to reject the null hypothesis.
3.5 Significant Difference in Years of Teaching Experience in
QWL
Both 1-5 years and 6-10 years of teaching experience were
configured by the one-way ANOVA test that is not significant
such as an f-value of 0.70 and 0.60 p-value surpassed the 0.05
alpha level, and decided to fail in rejecting Ho.
4. QWL Factors Affecting Personal and Professional Life
Based on the deductive thematic analysis results, overall the
teachers have reflected that they have adaptive strategies in
managing their personal and professional life, on the contrary, they
have also challenges that act as factors affecting their personal and
professional life.
4.1 Intrinsic Challenges Affecting QWL of Teachers
Meanwhile, intrinsic factors impacted directly their workplace
such as the daily challenges encountered, workaholism, ethical
dilemma, student learning and behavior, learning and working
environment, social environment, working culture, family
problems and personal issues, job satisfaction, technophobia,
demand for basic needs and school-based management.
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4.2 Extrinsic Challenges Affecting QWL of Teachers
The extrinsic factors included the brain drain, salary hike,
competition
in
the
workplace
or position, reward
and
compensation, and work schedule and designation, wherein
these factors are beyond the scope of their workplace and
uncontrollable by teachers
4.3 Adaptive Strategies in Managing Personal and Professional
Life
These strategies have been shown to last for the long term and
face and deal with problems such as time management, work-life
balance,
personal
motivation,
professional
development,
positivity, coping mechanisms, and adaptability, which were
essential in supporting teacher's well-being and assist to
maintain a good personal and professional life.
Conclusions
1. Demographic Profile
Based on the results, it is reflected that such ages within 26-31, with
most 6-10 years’ experience, the teaching position of Teacher I-III
and the educational background of masteral attainments among
teachers, simply, they aim for the professional development and in
the phase of promotion for the Master Teacher I and retained in their
profession due to factors that can be answered in the QWL part.
2. Quality of Work Life Among PSHS Teachers
Overall, it can be concluded that the results implied an excellent
QWL of 16 PSHS teachers within their job security, job satisfaction,
work autonomy, work environment, training and development, and
reward and compensation as a teacher under the educational
institution of the Department of Education (DepEd).
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3. Significant Difference of Demographic Profile and QWL of
PSHS Teachers
The results reflected that demographic profile and QWL are not
significant, which means they cannot be a part of contributing factor
to the QWL of the teacher. Not significant results do not defy the
significance of the study, further discussion of the relationship
through a Stacked Venn Diagram in the convergence of qualitative
and quantitative results, clearly illustrated the main factors.
4. QWL Factors Affecting the Personal and Professional Life of
Teachers
In this part, the theory discussed such as the Kaizen theory primarily
reflected and recognized the aforementioned results to improve their
organization and management thus their pedagogy through the
adaptive strategies employed and organizational behavior they
possessed, aligned on the challenges they dealt with either
externally in internally in their personal and professional life in the
workplace. It is concluded that in all dimensions, the QWL of
teachers can have any significant impacts, therefore it is essential
that making action plans or intervention programs can enhance and
improve QWL in general.
Recommendations
Based on the given results from the inferential results, it can be found that
the demographic profile and QWL are not significant with one another nor it
affects, it can be perceived the due to the less number of participants such as
the teachers recognized as the root cause of not significant results, it is
recommended for the future researchers can be considered the students, nonteaching and utility personnel to be also included in the following studies as they
can be affected in the condition of a school or be part of social environment as
a factor. Three of the other components of quality of work life by Fakhri et al.
(2021) can be explored more, due to the limited resources and period of the
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researchers to conduct this study, the components are limited to discuss six as
is mainly relevant among the other mentioned components. Alter the health,
welfare, social conditions, and safety must be considered to be included in
determining factors that may affect QWL as not mentioned or discussed by the
study.
Since the study provided the action plan, it may be tested for its
effectiveness and can be applied to other schools, especially in increasing and
improving the QWL of its employees. Furthermore, there is a missing context
that links the factors that affect personal and professional life in QWL to the
action plan, it can be configured that the implication of findings can determine
its implicatures either weak, strong, or insufficient findings found in the study, it
also enables to emphasize the problem that must be resolved through this
output or it is highly needed to study.
In guided by Kaizen theory, this theory was employed as it enhanced and
helped the action plan intended for the school, researchers, and educational
institutions can be used as an answer to their inquiry regarding the aspects and
quality of work life among public teachers.
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APPENDIX A
PERMISSION LETTER TO CONDUCT STUDY
March 22, 2023
RUSSEL JOHN M. RONQUILLO, CAR
Principal I
Prado Siongco High School
Dear Sir,
Greetings of Peace!
In partial fulfillment of the requirements for the subject Inquiries,
Investigations, and Immersions (III), we, the Grade 12 students of section
Quirino, namely Rogelio N. Casupanan III, Judy D. Embuido, Dannylyn S.
Roque and Christian Manuel P. Canilao would like to ask for permission to
conduct a research study entitled "FACTORS AFFECTING THE TEACHER’S
QUALITY OF WORK LIFE IN SECONDARY HIGH SCHOOL."
In this regard, we would like to request your good office to allow us to
conduct our research study in your area and request all the lists of employees
in your school as our respondents. Rest assured that the data we collect will
remain completely confidential and will only be used for academic purposes.
We believe that you are with us in our enthusiasm to finish the requirement as
compliance for our subject and to develop our well-being. We hope for your
positive response to this humble matter. Your approval to conduct this study will
be greatly appreciated.
Respectfully yours,
(SGD) CASUPANAN III, ROGELIO N.
(SGD) EMBUIDO, JUDY D.
(SGD) ROQUE, DANNYLYN S.
(SGD) CANILAO, CHRISTIAN MANUEL P.
Noted by:
(SGD) EDMEL D. ABRAZADO, PhD
Thesis Adviser
Recommending Approval:
(SGD) RUSSEL JOHN M. RONQUILLO
Principal I
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PERMISSION LETTER FOR THE PRINCIPAL
March 20, 2023
VIRGILIO S. VALDEZ, EdD
Principal II
Sta. Cruz High Integrated School
Dear Sir,
Greetings of Peace!
In partial fulfillment of the requirements for the subject Inquiries,
Investigations, and Immersions (III), we, the Grade 12 students of section
Quirino, namely Rogelio N. Casupanan III, Judy D. Embuido, Dannylyn S.
Roque and Christian Manuel P. Canilao would like to ask for permission to
conduct a research study entitled "FACTORS AFFECTING THE TEACHER’S
QUALITY OF WORK LIFE IN SECONDARY HIGH SCHOOL."
In this regard, we would like to request your permission to allow in
conducting our research study outside our campus. Rest assured that our main
objective will be followed in collecting data as completely confidential and will
only be used for academic purposes. We believe that you are with us in our
enthusiasm to finish the requirement as compliance for our subject and to
develop our well-being. We hope for your positive response to this humble
matter. Your approval to conduct this study will be highly appreciated.
Respectfully yours,
(SGD) CASUPANAN III, ROGELIO N.
(SGD) EMBUIDO, JUDY D.
(SGD) ROQUE, DANNYLYN S.
(SGD) CANILAO, CHRISTIAN MANUEL P.
Noted by:
(SGD) EDMEL D. ABRAZADO, PhD
Thesis Adviser
Recommending Approval:
(SGD) VIRGILIO S. VALDEZ
Principal II
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APPENDIX B
PERMISSION LETTER FOR PILOT TESTING
April 26, 2023
NOLANDA N. REYES, PhD.
Principal II
San Roque Arbol High School
Dear Maam,
Greetings of Peace!
We are hereby writing this letter in partial fulfillment of the requirements
for the subject Inquiries, Investigations, and Immersions (III) which are Grade
12 students who are proponents of this letter namely Rogelio N. Casupanan
III, Judy D. Embuido, Dannylyn S. Roque and Christian Manuel P. Canilao
would like to request permission to conduct a pilot test of the validity of survey
questionnaires through Cronbach’s Alpha on a study entitled “FACTORS
AFFECTING THE TEACHERS’ QUALITY OF WORK LIFE IN SECONDARY
HIGH SCHOOL at San Roque Arbol High School. With this aim, the students
will accomplish the validity to continue to conduct this study within Prado
Siongco High School. Rest assured that conducting multiple tests will be only
used by its primary objective of collecting data completely confidential data
collection through your approval, we would highly appreciate your approval and
extend our humblest regards.
Respectfully yours,
(SGD) CASUPANAN III, ROGELIO N.
(SGD) EMBUIDO, JUDY D.
(SGD) ROQUE, DANNYLYN S.
(SGD) CANILAO, CHRISTIAN MANUEL P.
Noted by:
(SGD) EDMEL D. ABRAZADO, PhD
Thesis Adviser
Recommending Approval:
(SGD) NOLANDA N. REYES, PhD
Principal II
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APPENDIX C
CERTIFICATE OF SURVEY QUESTIONNAIRE
AND INTERVIEW VALIDATION
This was to certify that the survey questionnaire prepared and submitted to
the specialist named here for the study “FACTORS AFFECTING THE
TEACHER’S QUALITY OF WORK LIFE IN SECONDARY HIGH SCHOOL”
had undergone face-validation and that is further certified valid and reliable.
This certification is issued as a supporting document for the study of
Rogelio N. Casupanan III, Dannylyn S. Roque, Judy D. Embuido, and Christian
Manuel P. Canilao, students at Sta. Cruz National High School.
ARBEL S. ICBAN, MAEd, MBA
MERVHIE C. CALMA, PhD
Sta. Cruz National High School
Sta. Cruz National High School
Master Teacher I
Master Teacher II
EDUARDO S. BARTOLO JR., MAEd
Sta. Cruz National High School
Teacher III
Noted:
EDMEL D. ABRAZADO, PhD
Thesis Adviser
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APPENDIX D
SURVEY QUESTIONNAIRE FOR THE PSHS TEACHERS
Dear Participant/s,
Greetings of peace and gratitude!
Our group is conducting a survey in line with our research study titled
“FACTORS AFFECTING THE TEACHER’S QUALITY OF WORK LIFE IN
SECONDARY HIGH SCHOOL”.
We would like to ask for your cooperation by answering the questionnaire
honestly and completely. Any information that you will provide shall be highly
appreciated and we assure you that all information will be treated with the
utmost confidentiality.
Thank you!
Respectfully yours,
(SGD) CASUPANAN III, ROGELIO N.
(SGD) CANILAO, CHRISTIAN MANUEL P.
(SGD) EMBUIDO, JUDY D.
(SGD) ROQUE, DANNYLYN S.
Researchers
Noted:
(SGD) EDMEL D. ABRAZADO, PhD
Adviser
______________________________________________________________
Part I. Demographic Profile
Name: (OPTIONAL)______________________________________________
Age:
22-25
36-40
26-31
41 and above
32-35
Sex:
Male
Female
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Teaching Position:
Teacher I
Head Teacher I
Teacher II
Head Teacher II
Teacher III
Head Teacher III
Master Teacher I
Head Teacher IV
Master Teacher II
Educational Background:
Baccalaureate Graduate
With MAED/MA/MS Units
MAED/MA/MS Graduate
MAED/MA/MS with Doctoral Units
EdD/Ph.D. Graduate
Years of Teaching Experience:
1-5 Years
11-15 Years
6-10 Years
16 Years and Above
Part II. PSHS Teacher’s Description of their Quality of Work Life
Direction: This describes the teachers’ quality of work life in PSHS by putting a
checkmark (✓) on the corresponding scale opposite each item. This will
examine your extensive knowledge in terms of Quality of Work Life (QWL).
Please give your honest response through the rating scales below indicated.
Scale
Interval
Verbal Interpretation
5
4
3
2
1
4.21 – 5.00
3.41 – 4.20
2.61 – 3.40
1.81 – 2.60
1.00 – 1.80
Strongly Agree
Agree
Moderately Agree
Slightly Agree
Disagree
Scale
4
3
2
Items
5
1
I.
Quality of Work Life
Job Security (This indicates having a job that is secure and from which one
is unlikely to be dismissed or terminated in any condition, also an assurance
or confidence that one’s employment status with a company can stay
consistent, regardless of any external forces that might impact them.)
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1. I have the right amount of pay I receive for
my job compared to others is the same in
various industries
2. I foresee the job I have now is recessionproof
3. I believe that government can raise our
compensation and benefits in the future
4. I agree that a teacher can perform well
being secured on their job
5. I have a job now that can help in future
career opportunities by having experience
as a teacher
6. I have job security currently which
influenced my work performance
7. I acquire the lifestyle had improved by
having this job and attained my highest
physiological needs for my well-being
Job Satisfaction (Job satisfaction refers to a feeling or sense of fulfillment
that a person derives from their job or having job stability, career growth,
and a comfortable work-life balance.)
1. I am contented with my profession as a
teacher
2. I am going to pursue this teaching career
to improve myself and serve the public
3. I can fulfill my family’s demands through
this job
4. I have enough career developments,
financial needs, and credentials to fit this
role as a teacher
5. I have to sustain this career as it is my one
and only choice
6. I can determine that my job is satisfying as
I can hone my potential and develop
another future career path
Work Autonomy (Work autonomy is giving employees the freedom to work
in the way that suits them best.)
1. I am encouraged to use my knowledge and
initiation to do my work
2. I have to neglect some tasks to do more
important tasks, especially in document
forms needed to be passed on to the office
3. I had to finish immediately lesson planning
requirements to avoid multiple workloads
4. I am well-motivated in my work as I am
rightly compensated
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5. I agree that my working autonomy will help
a lot to help others’ condition
6. I believe that if all employees are initiative,
the workplace will be more productive
Work Environment (Work environment is made up of all of the elements that
can affect your day-to-day productivity, including when, where, and how you
work.)
1. I foresee my management promoting a
positive attitude at work to avoid conflict
and ensure fairness in the workplace
2. I have acceptable physical working
conditions
3. I have a workplace that makes me feel
valued as a teacher and public employee
4. I know that school provides the necessary
facilities and needs which make me at
ease and comfortable
5. I know that the school wants an
improvement in terms of management,
adding facilities, staff, and equipment in my
workplace
6. I can see my colleagues create a good
relationship within the faculty
Training and Development (These are educational activities within an
organization that is designed to improve the job performance of an individual
or group. These programs typically involve advancing a worker's knowledge
and skill sets and instilling greater motivation to enhance job performance.)
1. I have skills and a degree that is well-used
2. I determine that the changes were
significantly accompanied by the
appropriate support and training,
necessary for my career development
3. I can see that the workplace I have
provides adequate training, intervention
programs, and professional developments
4. I study more education-related programs
so that I can enhance my pedagogical
practices for children
5. I see that school leadership’s support for
teachers’ professional development
6. I have fellow teachers share what they
have learned about their teaching
experiences with me
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7. I adapt sustainable practices and modern
technology due to the new normal to
improve my skills and knowledge for
teaching and communication
8. I can see that Graduate School Programs
offered may be able to help me to develop
more learning and areas to explore my
expertise
Reward and Compensation (Refers to the apart from teacher’s salary which
is given on account of their performance to motivate them.)
1. I get a reward or motivation for my work
2. I am rightly compensated for the work I do
3. I know and receive all job advantages
according to the assigned by the labor law
4. I benefit from the current salary structure
and adequate ways to pay educators
5. I agree that experience on the job should
count more toward determining pay levels
6. I can have enough financial obligations on
the compensation I received
7. I am financially literate to handle my
finances within the given monthly salary I
received as a teacher
____________________________
Participant’s Signature
Researchers:
(SGD) CASUPANAN III, ROGELIO N.
(SGD) CANILAO, CHRISTIAN MANUEL P.
(SGD) EMBUIDO, JUDY D.
(SGD) ROQUE, DANNYLYN S.
Noted by:
(SGD) EDMEL D. ABRAZADO, PhD
Thesis Adviser
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APPENDIX E
INTERVIEW QUESTIONNAIRE VALIDATION FORM
Researchers:
Casupanan III, Rogelio N.
Canilao, Christian Manuel P.
Embuido, Judy D.
Roque, Dannylyn S.
Thesis Title: Factors Affecting the Teacher’s Quality of Work Life in
Secondary High School
Questionnaire Validation: Based on your evaluation, please rate the questions
by encircling the appropriate number, with 5 as the highest and 1 as the lowest
score. Your valuable recommendations will be sincerely appreciated.
Research
Questions
Objectives
To determine
1. How do
the factors
teachers
affecting the
manage their
personal and
personal and
professional
professional
life of PSHS
work life?
teachers
through the
lens of school
head and
experienced
teachers.
2. What are the
challenges
encountered
by the teachers
that affect their
quality of work
life? How do
you address
such?
Evaluation
Recommendation/s
Responsiveness
of the interview
question to the
research
objective:
54321
Appropriateness
of the language
structure used in
the interview
question:
54321
Responsiveness
of the interview
question to the
research
objective:
54321
Appropriateness
of the language
structure used in
the interview
question:
54321
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APPENDIX F
INFORMED CONSENT LETTER TO PARTICIPATE IN THE STUDY
Title: Factors Affecting the Teacher’s Quality of Work Life in Secondary
High School
Dear Sir/Maam,
Greetings of respect and gratitude!
The researchers undersigned, namely below are the students of
Accountancy, Business, and Management at Sta. Cruz National High School,
Sta. Cruz, Lubao, and Pampanga will hereby ask respectively your permission
to participate in our study. We highly appreciate your efforts and cooperation in
the fulfillment of this research. Your honest responses will lead us to the success
of creating excellent findings. Thank you so much and God bless!
1. PURPOSE OF THE STUDY
The main aim of the study is to find the factors which may affect the
quality of the work life of teachers and determine the perceptions of
administrative personnel regarding the factors which may affect Prado Siongco
High School (PSHS) teachers’ professional and personal life.
The findings of this research are to be used for expounding the issues
within the school-related workplace and develop a model to improve the work
quality of teachers at Prado Siongco High School as suggested by the
Department of Education (DepEd), thus to be feasible material and knowledge
for learners on how their teachers may be affected in their workplace.
2. PROCEDURES
If you volunteer to participate in this study, you would be asked to do the
following things:
a. Listen to a brief explanation of the study, its purpose, and its aims.
b. Sign an Informed Consent form.
c. Complete a semi-structured interview.
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d. If necessary, be available to attend a follow-up interview. The interview will
take place at a time and venue that suits you to minimize inconvenience for you
as a participant.
e. Observe to follow the IATF health protocols for safety against COVID-19
transmission.
3. PAYMENT FOR PARTICIPATION
Participants will not be paid for their participation in this study.
4. CONFIDENTIALITY
a. Any information that is obtained in connection with this study that can be
identified with you will remain confidential and will be disclosed only with your
permission.
b. Confidentiality will be maintained using coding procedures which will ensure
that all participants remain anonymous throughout the process. All data will be
stored in a secure location, with only the researcher having access to it.
c. Interviews will be audio-taped, and the participant has the right to review the
tapes. Only the researcher will have access to the audio tapes which will also
be kept in a secure location.
5. PARTICIPATION AND WITHDRAWAL
You can choose whether to be in this study or not. If you volunteer to be
in this study, you may withdraw at any time without consequences of any kind.
You may also refuse to answer any question and remain in the study. The
researcher may advise you to withdraw from this research if circumstances arise
that warrant doing so.
6. CONTACTING THE RESEARCHER
If you have any questions or concerns about the study, please feel free to
contact the researcher at 09098041775 or contact at veveque3@gmail.com.
The information above was described to me by the researcher. I was allowed to
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ask questions and these questions were answered to my satisfaction. I have
been given a copy of this form and I hereby consent to participate in this study.
________________________________________
Name of Respondent
________________________________________ ______________
Signature of Respondent
Date
Thank you very much.
(SGD) CASUPANAN III, ROGELIO N.
(SGD) EMBUIDO, JUDY D.
(SGD) ROQUE, DANNYLYN S.
(SGD) CANILAO, CHRISTIAN MANUEL P.
Researchers
Noted by:
(SGD) EDMEL D. ABRAZADO, PhD
Thesis Adviser
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APPENDIX G
CRONBACH’S ALPHA RELIABILITY TEST REPORT
Reliability
Notes
Output Created
05-MAY-2023 10:25:26
Comments
Input
Data
C:\Users\63928\Desktop\Original
Cronbach Alpha.sav
Active Dataset
DataSet1
Filter
<none>
Weight
<none>
Split File
<none>
N of Rows in Working Data
15
File
Matrix Input
C:\Users\63928\Desktop\Original
Cronbach Alpha.sav
Missing Value Handling
Definition of Missing
User-defined missing values are
treated as missing.
Cases Used
Statistics are based on all cases with
valid data for all variables in the
procedure.
Syntax
RELIABILITY
/VARIABLES=A1 A2 A3 A4 A5 A6 B1
B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 C6
C7 D1 D2 D3 D4 D5 D6 E1 E2 E3 E4
E5 E6 E7 E8 F1 F2 F3 F4 F5 F6 F7
/SCALE('ALL VARIABLES') ALL
/MODEL=ALPHA
/SUMMARY=MEANS.
Resources
Processor Time
00:00:00.00
Elapsed Time
00:00:00.00
Scale: ALL VARIABLES
Case Processing Summary
N
Cases
Valid
%
15
Excludeda
Total
100.0
0
.0
15
100.0
a. Listwise deletion based on all variables in the
procedure.
Reliability Statistics
Cronbach's
Alpha Based on
Cronbach's
Standardized
Alpha
Items
.958
N of Items
.957
40
Summary Item Statistics
Maximum /
Mean
Item Means
3.663
Minimum
2.933
Maximum
4.400
Range
1.467
Minimum
Variance
1.500
.132
Summary Item Statistics
N of Items
Item Means
40
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APPENDIX H
ANSWERED SURVEY QUESTIONNAIRE
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APPENDIX I
TRANSCRIPTS OF INTERVIEW
Greetings: Good Morning po Sir/Ma’am (name of respondent), you are chosen
as one of our respondents in our study regarding the Factors Affecting Quality
of Work-Life of PSHS. Shall we start na po? The background of our study is
about…(self-explanatory statements)….Ok po, and let’s start. You can feel free
to ask po for clarifications.
Formal End of Conversation: And…I think that’s it po, thank you so much po
for participating in our study. May God bless us all.
Respondent No. 1:
Interviewer: How do teachers manage their personal and professional work
life?
Interviewee: Well, hmm…as I can see hmm…Prado Siongco High School is
able to manage and balance their hmm work hmm life because hmm as I’ve
been observing them, they are hmm…efficient in terms of how they perform their
task in school, whether it is their main task, which is to teach and other obligation
as well just like their other designation and other assignments. So, I do not see
any hindering factors that affect negatively their hmm…work ethics here in
school.
Interviewer: What are the challenges encountered by the teachers that affect
their quality of work life? How do you address such?
Interviewee: Well of course hmm…we’re not perfect even rich people have their
problems, so we teachers hmm…also experienced just like what other people
experience. Sometimes we have bad days, sometimes we have good days
hmm…sometimes there are problems in the family. Hmm..personally but
hmm…these things are well managed by the teachers and if there would be
problems encountered they hmm able to open these problems to me and hmm
I am always there to hmm give advice and hmm be on help to this hmm…into
solving these problems.
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Interviewer: What strategies have you employed to overcome the challenges
encountered in various working areas?
Interviewee: Well, hmm…first and foremost I tell them to manage their time
properly because there are things that should be done at home, there are things
that should be done in school and there are things that should be and should
not be brought in school just like hmm…family and personal problem. So there
are things that we need to leave at home and do not bring in school so that it
does not affect the way hmm…we work and the efficiency of how hmm we do
our work and then aside from managing their time properly is hmm…always
hmm.., stay professional because being a teacher you are outside the school
you’re still a teacher right? Unlike other professions, if you are a bank teller after
outside the bank, you’re not that anymore, can be another person but not a
teacher because you are well known in the community. That is why if you are a
teacher, if you were a teacher, it can be at home even when you sleep, you’re
still a teacher because you are still thinking about school, you are still thinking
about your students. Okay whether hmm…there are problems in their
academics or personal still we think about them so we are teachers everywhere
but hmm the thing is as I said we have to manage time properly and stay
professional at all times.
Interviewer: What are the areas that should be improved in the professional life
of PSHS teachers?
Interviewee: Hmm…hmm…as you can see in the board some of them are still
teachers I so, of course, hmm…the all way and hmm…are exquisite and hmm
going to be promoted is education so they have to continue hmm their
professional hmm education in order for them to be promoted. But hmm most
of them, hmm...almost act of them is already promoted but we still had the need
really to give hmm effort in hmm…their most graduates studies so they can hmm
get promoted because hmm aside from that I believe that they can do it because
hmm…they are very good in terms of work.
Interviewer: What do you think sir that PSHS as the workplace of teachers
affects their personal life? In what way?
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Interviewee: Well hmm…those who are hmm…who live near the school, of
course, it is an advantage for them but there are teachers teaching here hmm
that are very far from here just like as you can see there’s still from Sasmuan,
In Magalang, Mabalacat, Guagua, which affects, of course, hmm…in Bataan
also their personal life because hmm…rather than spending more time with their
family or having rest, of course, they devote more time for the travel from school
to their home and vice versa which affects, of course, their personal life.
Interviewer: What do you think you may suggest improving QWL as school
head of PSHS?
Interviewee: Hmm…I believe hmm as a school leader it’s not the position, It’s
how we understand our people it’s how hmm…made them grow better from
what they were before and not hmm...being the best it’s they have to be not the
best out of everybody but they have to be better from what they were before
because I believe the competition and the challenges is not within the circle but
within ourselves. We have to hmm be better hmm and compare to ourselves not
with hmm anybody else. We do not use others as a comparison or as a
measurement but we use our own self on how to hmm be better because I
believe hmm our greatest competitors are not others but ourselves. Once we
are able to conquer ourselves then we can conquer anyone.
Interviewer: As a part of the contributors in this study, How does PSHS sir suit
the best scope and need this study, especially in improving to what areas?
Interviewee: Well, hmm…depends upon the study and depends upon what the
study requires because as we all know this is an educational institution of course
if you are looking for other things other than that then we cannot, of course,
provide it but if you’re looking for hmm…if your study is about teachers, is about
students, about management or leadership then of course we can, of course,
offer for our school hmm…as a form of or as a means on how we can contribute
whatever study that you may have of course as long as it is in line with the
education.
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Respondent 2:
Interviewer: How do you act ma’am/sir as a teacher in managing your personal
and professional life?
Interviewee: Diba uhhm…kase when it comes to work hmm different yung
personal and professional life so kami personally as a teacher as much as
possible inihiwalay namin yung sa personal life and professional life. Kasi kapag
sa personal life hindi ka okay hmm…usually diba madadala mo yun sa trabaho
mo so affected siya hmm…so when it comes to the negative aspects as much
as possible hindi ko sinasama yung personal life ko sa professional life ko, kase
nakakaapekto siya but my personal life serves as a motivation for me to do
better in my professional aspect or professional life.
Interviewer: What challenges have you encountered as a teacher that affect
your quality of work life? How do you address such?
Interviewee: Hmm…being a teacher, syempre there are a lot of challenges that
we encountered hmm…daily in different aspect, pwedeng sa student aspects,
sa parents, o kaya naman mismo sa mga co-teachers, sa mga colleagues
ganon hmm…but we encounter these problems using different strategies at
tsaka hmm important factor kase siguro dito lagi naman kasama ng buhay natin
yung challenges is to balance and then just stay positive and do
hmm…whatever you can to overcome the challenges that you may encounter.
Interviewer: What strategies have you employed to overcome the challenges
encountered in various working areas?
Interviewee: Ang sasagutin ko nalang siguro dito is yung sa ano noh sa
classroom-based so syempre diba there are a lot struggles when it comes to
the students learning particularly hmm dun sa understanding ng mga bata diba
napaka hirap na ma capture yung attention nila, by using some strategies
particularly by providing some videos ganon hmm mas na-eengaged yung mga
bata unlike dun sa mga old traditional method gaya nang sa mga books ganon,
yun.
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Interviewer: What do you think are the areas needed to have improvement on
QWL as a teacher especially if it affects your work performance towards your
students?
Interviewee: I think yung kailangan talagang iimprove dito, ayun nga ay yung
sa salary ng teacher diba actually kahit hindi naman sa teacher hmm all the
careers diba when you are hmm…well-compensated diba? Hmm…mas
magiging motivated ka to do your work diba kase given naman lagi na may mga
struggles, stress but when you have all the right benefits, well-compensated ka
I think you can do your work better.
Interviewer: How do you perceive the other teachers manage to have a good
working relationship with their colleagues?
Interviewee: Hmm, hmm…personally speaking right now yung mga coteachers ko hmm…okay naman sila actually napaka-positive nila in all aspects
diba so ayun.
Interviewer: How do these internal and external factors contribute to teachers’
quality of work life based on your experiences?
Interviewee: Hmm ayun diba life is a matter of ano tawag don uhhm, life is
always improvement diba? So sa mga, sa mga challenges na na-eencounter
natin everyday mapa-internal man yan or external, we have to face it and then
syempre hmm ma-iimprove natin yun sa lahat ng challenges na dumarating.
Respondent 3:
Interviewer: How do you act ma’am/sir as a teacher in managing your personal
and professional life?
Interviewee: Okay, so I act as a teacher in managing my personal and
professional life, these two are interrelated to each other so I need to be good
or I need to manage my personal very well because it will reflect my professional
life so same through with professional and personal so they are related.
Interviewer: What strategies have you employed to overcome the challenges
encountered in various working areas?
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Interviewee: Siguro yung physical aspect of the school yung mga facilities
tsaka yung mga apparatus or mga physical aspect ng school ayun yung big
challenge sa aming mga teacher since they are being used in teaching and
learning process.
Interviewer: Since these challenges you have encountered as a teacher affect
your quality of work life, How do you address such?
Interviewee: Yung mga personal innovation, creativity as a teacher, yung
localization, indigenization. Whatever materials are present in the school or
even personal contribution yun yung mga ginagamit namin. So that’s how we
deal with it.
Interviewer: How do these internal and external factors contribute to teachers’
quality of work life based on your experiences?
Interviewee: Hmm...it changed or it affects a lot, especially the way that we
teach kase they are the factors that affect in teaching and learning process and
so kung meron tayong mga challenges like this we need to adjust, we need to
cope up with this kind of challenges to deliver quality education.
Interviewer: What do you think are the areas needed to have improvement on
QWL as a teacher especially if it affects your work performance towards your
students?
Interviewee: Siguro for me yun talagang physical aspect, yung support from
the government if we have hmm…quality facilities, mga buildings, mga monitors
and other teaching learning materials siguro hmm mas malaking help yun to
improve our teaching and learning outcomes for the students.
Interviewer: What do you think sir that PSHS as the workplace of teachers
affects their personal life? In what way?
Interviewee: Siguro yung aside from it is a beginning school, almost a
beginning school, it affects a lot in citizen, institution of education. So, as a
teacher, we need to do our part and responsibility for the people of the barangay
of Prado Siongco.
Interviewer: What are these factors that affect the QWL of teachers?
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Interviewee: Of course, aside sa mga binanggit ko a while ago siguro yung
social and family factors ng mga students since they are the reflections of the
students towards their behavior inside the classroom so apektado kami noh and
so hmm…for us to have a very quality education from the students so the family
should deal with a good family handling or discipline sa kanila so that’s one of
the factors.
Respondent 4:
Interviewer: How do you act ma'am or sir as a teacher in managing your
personal and professional life?
Interviewee: Well, I believe that time management is very important so for you
to manage your personal life, well you must set aside your personal life at your
career you must know how to define it, you have to prioritize your career as what
I have said earlier because that is your bread and butter and at the same time,
I'm as a human being you have your own private life as well for you to live a
normal life you must know how to balance them.
Interviewer: What are the challenges you have encountered as a teacher that
affect your quality of work life? how do you address such?
Interviewee: I'm a teacher but since I am not a parent yet, but as a teacher, you
are considered to be a second parent of your students and I think that is one of
the problems or struggles but for me even if you were not the biological parents
of your students you can be a parent based on your experience you can see if
what are the responsibilities of your parents which they played hmm…to their
children and if you were single, you’re still a parent to them though is hard
hmm…it's a bit hard because hmm… these students were raised from different
families and they do have different attitudes and behavior so, hmm…that is one
of the struggles because you are dealing with different people coming from
different families.
Interviewer: What strategies have you employed to overcome the challenges
you have encountered in various working areas?
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Interviewee: Well, I think there is no specific strategy that best fits everything, I
think hmm…you just have to be authentic, you just have to be yourself and
everything will follow.
Interviewer: How do these internal and external factors in school contribute in
the QWL of teachers based in your experiences?
Interviewee: This would be hmm a big help because you’re not just dealing with
the same group of people, the moment you are dealing with different groups of
people it means to say you become a flexible hmm… you have to adjust easily
because I believe that there is no man aan island meaning to say it doesn't
necessarily mean because hmm…for example inside the classroom as a
teacher, we are the leader, we are the boss but it doesn't necessarily mean that
you are the only one who's being heard inside the classroom, you must also
know how to listen to your students, listen to your colleagues because from there
you will learn.
Interviewer: How do you perceive the other teachers in managing to have a
good working relationship with their colleagues?
Interviewee: You just have to build a good relationship with them hmm…for me,
as what I’ve said earlier we have our own technique so even if you wanted to
adapt their technique if it...if it doesn't fit to your personality then it will not, so
you just have to deal with it, and hmm…there's nothing wrong if you will talk to
them and ah do the peer teaching or you can also learn from their experiences,
and at the same time you can also share whatever learning you have to share.
Interviewer: What do you think are the areas needed to have improvement in
QWL as a teacher especially if it affects your working performance towards your
students? By the way po, the QWL includes job satisfaction, job security, work
environment, work autonomy so on and so for.
Interviewee: Well, I think you just have to embrace everything, so if you fully
embrace everything ah it will come or it will happen smoothly it will become
smooth sailing but if there are some changes and hmm…of course even if you
just wanted to go with the flow you cannot because you really have to equip
yourself with new learnings, so hmm…when it comes to our profession definitely
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there are ups and downs, there are times that you will feel exhausted but we're
just a human being if you feel you are burned out with problems you just have
sit and relax, breath and then try to unwind so that you can inhale new hmm
…new air, new oxygen so you can think well.
Interviewer: What are the areas that should be improved po in personal life of
a teacher?
Interviewee: For example, in my case, I can consider myself as a seasoned
teacher because I am already 44 although I look like 43, Charot! HAHAHA.
Anyway, I'm yes hmm…my colleagues they are far different from me when it
comes to modern technology because I'm not a techie so but I am more than
willing to learn but learning takes time so and I think hmm…if we really want to
learn something we must exert a lot of effort and we must know how to the word
ask, learn how to ask, so that you will be assisted because if you wanted to learn
but don't know how to ask they will not know if what assistance will they give to
you.
Interviewer: What do you think that PSHS is the workplace of teachers that
affects their personal life in what way po?
Interviewee: Well, I think hmm…there are no problems that affect the lives of
PSHS teachers maybe hmm…they are just too worka-oholic, well personally
that is how I see my colleagues and hmm the whole family of PSHS so that is
the only problem that I see from them they are too workaholic. A problem that
can be both positive and negative, positive in a way they accomplished
everything on time, negative just because they are too focused in the task given
to them to the point that sometimes they tend to set aside their personal lives.
Respondent 5:
Interviewer: How do you act ma’am/sir as a teacher in managing your personal
and professional life?
Interviewee: Hmm of course hmm you have to hmm you need to have a
balance and a hmm… I mean there should be a balance between your personal
and your professional life, wherein hmm no one of these should be hmm should
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suffer. Kapag sinabi nating no one of these should suffer dapat yung isa is hmm
hindi siya hmm sabihin nating…hindi siya na…napapabayaan noh at hindi po
pweding uhm sobra yung nabibigay natin sa isa, for example hindi po tayo
pweding more on personal life tapos less lang yung sa professional life natin
hindi rin naman pweding more on work tayo tapos nakakalimutan na natin yung
ating personal life. So I guess it’s a matter of balance.
Interviewer: What challenges have you encountered as a teacher that affect
your quality of work life? How do you address such?
Interviewee: Okay so the challenges na na encounter ko as a teacher sabihin
nating nakaapekto sa quality of work life siguro yung… nung umpisa hmm since
bago bago syempre medyo na cuculture shock diba, hmm ganto pala ang real
life tho sabihin naman nating way back nung nag aaral kami may mga field study
naman, may mga hmm internship din na tinatawag pero hindi kase ganon ka…
sabihin nating hmm hindi ganon yung extent diba or extent nung hmm
experience naming doon that’s why nung nandito na sa field biglang… ah ganto
pala yung, ganto pala yung behavior nung mga bata and hmm yung trabaho is
talagang bigla ka niyang ichachallenge to be on hmm beyond your limit noh
kase parang I have my hmm first experience of work sa private eh eh doon hindi
masyadong tambak yung trabaho, pagdating sa mismong public iba yung
approach nung trabaho noh more on paper works tapos minsan magsasabay
sabay yung deadline and then hmm thoca gamay naman natin yon kaya lang
iba kasi yung may mga deadline kang binibeat tapos you have to prepare pa
din yung hmm mga tinuturuan mo and at the same time you need to provide the
quality education pa din. Yung parang sinasabi ko nga sa inyo hmm doon mo
matutunan na hmm at one-point dapat balance, may time management ka, kung
po pweding may mga to do list ka, ano yung mga iaacomplish mo this day dapat
mong magawa yun. so positively and negatively may mga apekto pero habang
tumatagal hmm nababawasan yung mga hmm negative hmm impact niya sa
buhay ko kase you learn from those errors’ mo in the past or from those
experiences, not necessarily errors eh though meron pero hmm from those
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mistakes kase tayo natututo. Sabi nga diba the biggest mistake that we can
have in our life is not learning from our mistake, so ayun siguro.
Interviewer: How do you perceive the other teachers manage to have a good
working relationship with their colleagues?
Interviewee: Hmm siguro in terms of hmm relationship with the ano siguro is
hmm it is essential na tinitignan din natin sa kanila noh yung ganong
characteristic kase sabi nga hmm we are going to deal with them uhhm for a
lifetime especially kung committed ka na sa teaching dito ka na hmm dito mo
na nakikita yung sarili mo na mag reresign of course you need to learn from
them papano sila na eendure nila yung ganon diba papano sila nakaka build ng
rapport sa mga hmm colleagues nila kase hindi naman po pweding hmm lahat
nalang is sila yung mag-aadjust sayo, somehow you need to adjust with the
situation and from there magkakaroon ng harmony at kapag may harmony na
syempre hmm yung buong sistema the whole school diba will follow. so siguro
ayon hmm watch them, learn from them, hindi mo naman po kase pweding
sabihin hmm may ideas ako, may mga philosophies ako in life, yung mga
disposition ko ayun na yung tama no eh somehow you have to break the rules,
your own rules tapos in order to look up hindi natin po pweding iinsisado yung
mga ideas natin lagi so ayun siguro yung natutunan ko sa kanila or masasabi
nating hmm how I perceive them.
Interviewer: What do you think are the areas needed to have improvement on
QWL as a teacher especially if it affects your work performance towards your
students?
Interviewee: Hmm siguro possibly that is the hmm relationship with the
students siguro yung part na hindi po pweding sobrang lapit lapit hindi mor in
naman pweding sobrang layo sa kanila. Siguro hmm sabi nga dito there should
be a thin line between you and your students okay lang naman yung nakikipag
close ka sa kanila pero you just use that or you just build that in order for them
na maging comfortable sila kase tayo diba kapag… ako I believe kase na pag
sa isang classroom medyo may fright yung mga bata factor yun kung bakit
naaapektuhan yung kanilang performance sa school so dapat medyo
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natatanggal natin yon noh yung mga barriers na yon and syempre hindi naman
natin pweding sobrang close, kapag nakikita nating medyo hmm lumalagpas na
siya sa boundary nila tas parang nafefeel nila barkada ka nila hindi ka na
teacher so you have to break that also noh kase hmm sabi nga nila pinapatuto
natin sila but at the same time you are also building them as a human diba hmm
someone who has the moral, who have the discipline, who have the good
manners and right conduct hindi lang naman kase puro academics sa pag aaral
it should be a balance of the two kase aanhin mo yung sobrang talino pero wala
namang manners yung bata pero aanhin mo naman yung puro ano lang hmm
behavior pero wala din naman siyang ano substance it should be hmm balance
parang bottom line talaga sinasabi ko balance diba noh ayun siguro.
Interviewer: Except po sa about sa teachers towards the students, hmm in
terms of QWL as a teacher po?
Interviewee: Hmm siguro ano lang don siguro masasabi ko lang about doon
hmm siguro hmm the teacher should build on his/her self, yung idea of ano hmm
passion diba kase ang teaching kase is advocation sabe diba hmm this is a the
call so siguro in terms of the salary, in terms of the other areas hindi ka pweding
mag expect ng anything na beyond doon kase hmm sabe nga or sabi natin na
totoo din na wala talagang yumayaman sa mga teacgers diba pero hmm nakaka
proud when we see that teacher hmm stay this profession diba kase kapag ang
naging mindset kase natin na hindi dapat sinasahuran tayo ng ganto, hindi na
ako masaya sa trabaho ko. Kapag inentertain natin natin yung mga negativities
na ganon kase ang mangyayari syempre mag eencourage pa tayo nang iba
diba we are going to influence other, we are going to affect them to the point na
parang hmm isang biglaan aalis lahat kayo siguro it’s about the discipline tyaka
yung sinabi ko nga kanina dapat malaman nila na hmm this is advocation, this
is a call diba there should be the passion kase pag wala yon hmm pag di mp
nafefeel yun sa sarili mo eventually ang negative ng tingin mo doon at hindi mo
makukuha yung mga satisfaction na hinahanap mo yung parang kahit stable
naman sa pagiging teacher mo nafefeel mo parang hindi ito yung para sayo
parang you are going to look for more lagi tapos ang bad effect pa non in general
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diba para sa Philippines kung lahat ng mga teacher siguro is ganon yung
mafefeel nila it will cause brain drain kapag sinabi nating brain drain hmm lahat
tong mga professional natin baka umalis dito magsipunta sa ibang bansa diba
noh mawawalan tayo ng magagaling dito sa pilipinas. siguro ayun the idea or
the essence of passion, the idea of discipline mismo at tyaka yung tinatawag
nating hmm siguro there should be a mindset na this is my call or this is
advocation it’s not about the salary siguro it follows nalang noh. Edi kung itaas
yung salary edi okay diba kung hindi atleast you have the job tyaka you commit
yourself with this kase apektado lahat even the quality of your work kapag ganon
dapat siguro the mindset talaga the discipline ayun yung pinaka call para kase
sakin dun ako naniniwala noh yung for example sabihin nating maraming ano
eh marami tayong nakikita na rants over the fb siguro you are also aware of that
na yung mga hmm teachers they are looking for salary hike, they are also
looking for hmm mga benefits ano na yung galaw ng government diba
tatanggalin ba kami ng mga administrative na ganto hindi na kami masaya sa
ganto kase ganto ganyan diba so many rants pero kung iabsorb mo lahat nang
yon you are going to be one of them kawawa yung mga future generations. That
should be also the area na siguro dapat iimprove, iaddress nang government
siguro nakikita nila nag anon edi gawa sila ng action about it.
Interviewer: As part of contributors to our study, how does PSHS sir suit the
best scope and need this study, especially in improving to what areas?
Interviewee: Hmm…siguro ang part lang na masasabi nating naging suit and
prado siongco high school for this study siguro dahil nagsisimula pa lamang siya
no compared sa ibang mga hmm biggest school syempre medyo iba na yung
system doon diba hmm sabihin nating iba na yung mga hmmm departmentalize
na sila kase may mga senior high na sila tapos yung mga per subject nila
malalaki na.
Dito kasi syempre hmm dahil konti lang kami hmm we are in one faculty room
lang so somehow hmm yung working relationship na hinahanap sa study ninyo
is kaya niyong i measure talaga kase we have built it tapos hmm na mamanifest
namin yon and we are able to observe it also noh among us. tapos yung job
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satisfaction syempre maraming time na we are able to talk about it kung msaya
pa ba kami sa trabaho namin, kung we have plans ba, how many years kaming
mag isstay dito sa profession nato or we are planning to go abroad kase hindi
na masyadong hmm responsive yung salary namin sa mga demands ng life
natin diba
Siguro, that is one thing na masasabi ko bakit suited or fit yung research local
na pinili Ninyo para sa inyong study and ayun din siguro because of the hmm
knowledge siguro ng mga naging part ng study ninyo noh. Siguro naman
somehow, they have contributed the best knowledge that they could offer para
maging successful yung inyong study.
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APPENDIX J
NOTES OBSERVATION
Respondent 1:
The school head still processes what response must be answered. Laughing
frankly while taking the interview, the eyebrows are raised while the question was
given with both smiling faces. Most often, the "hmm" mannerism is one of the
language barriers indicating that still process their response. As a question was
uttered, he rolled his eye while his mouth goes sideways in front of the interviewer
eye-to-eye. Generally, outstanding and professional answers were acquired and
thus focused more on topics about leadership, development, management, and
professionalism.
Respondent 2:
While answering the question related to challenges they encountered, the
interviewee seems to feel insecure and looked outside the office with hand
gestures, and a seemingly deep calm voice as if someone is looking at us. Having
mannerisms while answering questions is a coping mechanism to ease
anxiousness and nervousness in holding the lace of their ID. A while later in the
middle of the interview, the interviewee is looking into the eyes of the interviewer
and explaining his answer with hand action then looks above, rolling his eyes, and
raises eyebrows. The respondent took minutes before speaking their responses.
Respondent 3:
Irritably for researchers, the respondent seems too joyous but in terms of
giving responses, immediately became serious the mood while answering. Stutters
and talks a lot, not related to the questions often. The interviewee winks often at
the researchers
Respondent 4:
In the interview proper, the respondent became awkward when two of their
colleagues looked at him intimidated and laughing. The responses have substance
yet laughs as he holds the microphone of the interviewer. Answers are directly
proficient, less grammatical errors, a pageantry material answers but manage to
deal with making a serious face. The respondent dared to make jokes while
answering the question on areas that need to improve in terms of QWL, and stated
a "seasoned teacher". Overall, the interview flow is excellent.
Respondent 5:
Throughout the whole interview, the respondent has always been serious
while holding the sleeves of their uniform before looking outside. Has various
reactions such as moving and tilting their head, looking directly at the interviewer,
and hands on their chin, and cannot construct English answers easily, the ideas in
respondents were mixed which is why they still stutter and have a hard time
answering. Responses are brightly sincere as hand gestures often occur when
explaining.
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APPENDIX K
FIELD OBSERVATIONS
This note served as evidence for the fieldwork of immersion from the
researchers of the study regarding Prado Siongco High School.
In the weekly observations around the school, there are no significant
problems in terms of teachers or their colleagues. Competitiveness, leadership,
and professional development were present among these public servants.
PSHS had both a positive and struggling workplace in various areas. It is
noted that most of the teachers are workaholics, due to their strong work ethic,
dedication to work, and aim for professional development, it is negatively
influenced how they deal with their personal life, and an unbalanced work-life is
present. Each has its own personal and family problems, but it is not found in
disguise, as one of the experienced teachers responded in the interview, seems
they cannot see if their colleagues have problems even the researchers of this
paper.
It is evident that not just in the actual, interview, or survey parts of the study,
both are found that they have poor facility and learning material management
which should be aid properly, considerably, they are still preparing for schoolbased management. Maintaining the condition for these government properties
is time-costly to avoid being broken. As the researchers continuously improve
the management and organization of the computer laboratory, faculty, and
administrative office, things get change for the better. Refurbishments among
classrooms, offices, and even wash areas are properly established.
However, one of the main concerns is the sanitation and cleanliness of the
computer, learning modules, printers or machines, comfort rooms, and other
stockrooms which are unsanitary and left unused for unknown reasons. The
action plan must be needed for immediate response in their work environment
as it is included the factors which may affect PSHS teachers in QWL.
Senior High School and lack of classrooms are related to the development
of the school, to address such, programs conducted such as the Foundation
Day celebration served as a financial opportunity whilst as a solution to provide
this insufficiency. Department of Education (DepEd) is still not able to provide
the needs for these concerns among public schools. Aside from pupils' learning,
their behavior or attitude is a concern for educators to deal with, and parental
involvement is highly needed to such addressing these issues.
With that said, all aforementioned discussions were based on the actual
experiences inside the field and worked for the betterment of PSHS.
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APPENDIX L
THEMATIC CODING
A. Intrinsic
Factors Affecting
Personal and Professional
Life
Respondent 1:
“Well of course hmm…we’re not
perfect even rich people have
their problems…” – FAQUAWLa9
(Ethical Dilemma)
“So
we
teachers
hmm…also
Daily Challenges
Encountered
Workaholism
Ethical Dilemma
Learning and Working
Environment
Social Environment
Working Culture
Family Problems and
Personal Issues
Demands for Basic Needs
Job Satisfaction
Technophobia
experienced just like what other
people experience. Sometimes we
have bad days, sometimes we have
good days hmm...” – FAQUAWLa10
(Daily Challenges Encountered)
“So there are things that we need to
leave at home and do not bring in
school so that it does not affect the
way
hmm…we
work…”
–
FAQUAWLa11 (Ethical Dilemma)
“…sometimes there are problems in
the
family.”
–
FAQUAWLa13
(Family Problems and Personal
Issues)
“And there are things that should be
and should not be brought in school
just like hmm…family and personal
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problem.” – FAQUAWLa14 (Family
Problems and Personal Issues)
“…affect of course -------- also their
personal life because hmm…rather
than spending more time with their
family
or
having
rest.”
–
FAQUAWLa16 (Family Problems
and Personal Issues)
Respondent 2:
“Diba uhhm…kase when it comes to
work hmm different yung personal
and
professional
life
so
kami
personally as a teacher as much as
possible inihiwalay namin yung sa
personal life and professional life.” –
FAQUAWLb5 (Ethical Dilemma)
“Hmm…being a teacher syempre
there are a lot of challenges that we
encountered
hmm…daily
in
different aspect…” – FAQUAWLb6
(Daily Challenges Encountered)
“Kasi kapag sa personal life hindi ka
okay hmm…usually diba madadala
mo yun sa trabaho mo so affected
siya hmm…so when it comes to the
negative
aspects
as
much
as
possible hindi ko sinasama yung
personal life ko sa professional life
ko, kase nakakaapekto siya.” –
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FAQUAWLb8
(Family
Problems
and Personal Issues)
“…pwedeng sa student aspects, sa
parents, o kaya naman mismo sa
mga
co-teachers,
colleagues
sa
mga
ganon…”
–
FAQUAWLb9 (Social Environment)
“Hmm, hmm personally speaking
right now yung mga co- teachers ko
hmm okay naman sila actually
napaka positive nila in all aspects
diba so ayun.” – FAQUAWLb11
(Social Environment)
Respondent 3:
“Hmm...it changed or it affects a lot,
especially the way that we teach
kase they are the factors that affect
in teaching and learning process…”
–
FAQUAWLc6
(Learning
and
Working Environment)
“…aside from it is a beginning
school, almost a beginning school, it
affects a lot in citizen, institution of
education,...”
–
FAQUAWLc7
(Social Environment)
“…aside sa mga binanggit ko a
while ago siguro yung social and
family factors ng mga students…” –
FAQUAWLc8 (Social Environment)
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“…so hmm…for us to have a very
quality education from the students
so the family should deal with a
good family handling or discipline sa
kanila so that’s one of the factors.” –
FAQUAWLc9 (Family Problems and
Personal Issues)
Respondent 4:
"Well, you must set aside your
personal life for your career, you
must know how to define it, you
have to prioritize your career as
what I have said earlier because
that is your bread and butter and at
the same time." – FAQUAWLd8
(Ethical Dilemma)
"...my colleagues, they are far
different from me when it comes to
modern technology because I'm not
techie...."
–
FAQUAWLd10
(Technophobia)
"…they are just too worka-oholic,
well personally that is how I see my
colleagues and hmm...the whole
family of PSHS so that is the only
problem that I see from them they
are too workaholic. A problem that
can be both positive and negative,
positive in a way they accomplished
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everything on time, negative just
because they are too focused in the
task given to them to the point that
sometimes they tend to set aside
their
personal
–
lives."
FAQUAWLd11 (Workaholism)
"It's a bit hard because hmm…
these students were raised from
different
–
families..."
FAQUAWLd11 (Family Problems
and Personal Issues)
"...you are dealing with different
people
coming
from
different
families. – FAQUAWLd12 (Social
Environment)
"...your not just dealing with the
same group of people, the moment
you are dealing with different groups
of people..."- FAQUAWLd13 (Social
Environment)
"You just have to build a good
relationship
with
them..."
FAQUAWLd14
-
(Social
Environment)
Respondent 5:
"...you learn from those errors’ mo in
the
past
or
from
those
experiences,... from those mistakes
kase tayo natututo. Sabi nga diba
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the biggest mistake that we can
have in our life is not learning
from
our
–
mistake..."
FAQUAWLe6 (Ethical Dilemma)
"...hindi
mo
naman
po
kase
pwedeng sabihin hmm…may ideas
ako, may mga philosophies ako in
life, yung mga disposition ko ayun
na yung tama no eh somehow you
have to break the rules, your own
rules..." – FAQWUALe7 (Ethical
Dilemma)
"...nung umpisa hmm since bago
bago syempre medyo na cuculture
shock diba, ahh ganto pala ang real
life though sabihin naman nating
way back nung nag aaral kami may
mga field study naman, may mga
hmm internship din na tinatawag..."
– FAQUAWLe13 (Working Culture)
"I have my ahh first experience of
work sa private eh eh doon hindi
masyadong tambak yung trabaho,
pagdating sa mismong public iba
yung approach nung trabaho..." –
FAQUAWLe14
(Learning
and
Working Environment)
"...siguro
in
terms
of
hmm...relationship with the ano
siguro is hmm...it is essential na
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tinitignan din natin sa kanila noh
yung ganong characteristic kase
sabi nga hmm...we are going to deal
with
them..."
-
FAQUAWLe16
(Social Environment)
"...you just use that or you just build
that in order for the students na
maging comfortable sila kase tayo
diba...I believe kase na pag sa isang
classroom medyo may fright yung
mga bata, factor yun kung bakit
naaapektuhan
yung
performance..."
-
(Learning
kanilang
FAQWUALe18
and
Working
Environment)
"...hindi mo makukuha yung mga
satisfaction na hinahanap mo yung
parang kahit stable naman sa
pagiging teacher mo nafefeel mo
parang hindi ito yung para sayo
parang you are going to look for
more lagi..." – FAQWUALe20 (Job
Satisfaction)
"...tapos
yung
job
satisfaction
syempre maraming time na we are
able to talk about it kung msaya pa
ba kami sa trabaho namin, kung we
have plans ba, how many years
kaming
mag-isstay
dito
sa
profession na ito or we are planning
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to go abroad..." – FAQWUALe23
(Job Satisfaction)
"...hindi
na
masyadong
hmm
responsive yung salary namin sa
mga demands ng life natin diba..." –
FAQWUALe24 (Demands for Basic
Needs)
B. Extrinsic Factors Affecting
Student’s Learning and
Personal and Professional
Behavior
Life
Learning Materials and
Facility Deficit
Respondent 1:
School-Based Management
“I believe the competition and the
Brain Drain
challenges is not within the
Salary Hike
circle, but within ourselves. We
Competition
have to ahh be better ahh and
Reward and Compensation
compare to ourselves not with ahh
Work Schedule and
anybody else.” – FAQUAWLa12
Designation
(Competition)
“Well
hmm…those
who
are
hmm…who live near the school of
course it is an advantage for them
but there are teachers teaching here
hmm…that are very far from here
just like as you can see there’s still
from
Sasmuan,
In
Magalang,
Mabalacat, Guagua, which affect of
course
ahh
in
Bataan…”
–
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FAQUAWLa15 (Work Schedule and
Designation)
Respondent 2:
“Ang sasagutin ko nalang siguro
dito is yung sa ano noh sa
classroom-based so syempre diba
there are a lot struggles when it
comes to the students learning
particularly
hmm
dun
sa
understanding ng mga bata diba
napaka hirap na ma capture yung
attention
nila.”
–
FAQUAWLb7
(Student’s Learning and Behavior)
“I think yung kailangan talagang
iimprove dito, ayun nga ay yung sa
salary ng teacher diba actually kahit
hindi naman sa teacher hmm all the
careers
diba
when
you
are
hmm…well-compensated diba?” –
FAQUAWLb10
(Reward
and
Compensation)
Respondent 3:
“…physical aspect of the school
yung mga facilities tsaka yung mga
apparatus or mga physical aspect
ng school ayun yung big challenge
sa aming mga teacher since they
are being used in teaching and
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learning process.” – FAQUAWLc3
(Learning Materials and Facility
Deficit)
“Siguro
for
me
yun
talagang
physical aspect, yung support from
the
government
hmm…quality
if
we
facilities,
have
mga
buildings, mga monitors and other
teaching learning materials siguro
ahh mas malaking help yun to
improve our teaching and learning
outcomes for the students.” –
FAQUAWLc4 (Learning Materials
and Facility Deficit)
“since they are the reflections of the
students towards their behavior
inside the classroom so apektado
kami
noh…”
–
FAQUAWLc5
(Student’s Learning and Behavior)
Respondent 4:
"...they do have different attitudes
and behavior so, hmm…that is one
of the struggles..." – FAQUAWLd9
(Student's Learning and Behavior)
Respondent 5:
" ganto pala yung behavior nung
mga bata and hmm...yung trabaho
is
talagang
bigla
ka
niyang
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ichachallenge
to
be
hmm...beyond
your
on
–
limit..."
FAQUAWLe5 (Student's Learning
and Behavior)
"...at the same time you are also
building them as a human diba
hmm someone who has the moral,
who have the discipline, who have
the
good
manners
and
right
conduct hindi lang naman kase
puro academics sa pag aaral it
should bea balance of the two kase
aanhin mo yung sobrang talino
pero wala namang manners yung
bata pero aanhin mo naman yung
puro ano lang hmm.. behavior pero
wala
din
naman
siyang
ano
substance, it should be hmm
balanced..."
–
FAQWUALe8
(Student's Learning and Behavior)
"...ang bad effect pa non in general
diba para sa Philippines kung lahat
ng mga teacher siguro is ganon
yung mafefeel nila it will cause brain
drain kapag sinabi nating brain drain
hmm...lahat tong mga professional
natin baka umalis dito magsipunta
sa
ibang
bansa
diba
noh
mawawalan tayo ng magagaling
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dito sa Pilipinas." – FAQWUALe9
(Brain Drain)
"Edi kung itaas yung salary edi okay
diba kung hindi atleast you have the
job tyaka you commit yourself with
this kase apektado lahat even the
quality
of
your
work..."
–
FAQUAWLe10 (Salary Hike)
"....marami tayong nakikita na rants
over the FB siguro you are also
aware of that na yung mga hmm
teachers they are looking for salary
hike, they are also looking for hmm
mga benefits ano na yung galaw ng
government..."
–
FAQWUALe11
(Salary Hike)
"Dito kasi syempre hmm dahil konti
lang kami hmm we are in one faculty
room
lang..."
–
FAQWUALe12
(Learning Materials and Facility
Deficit)
"...more on paper works tapos
minsan magsasabay sabay yung
deadline and then hmm...though
gamay naman natin yon kaya lang
iba kasi yung may mga deadline
kang binibeat..." – FAQUAWLe15
(Working
Schedules
and
Designation)
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"...somehow you need to adjust with
the
situation
and
from
there
magkakaroon ng harmony at kapag
may
harmony
na
syempre
hmm...yung buong sistema the
whole school diba will follow." FAQUAWLe17
(School-Based
Management)
"...siguro in terms of the salary, in
terms of the other areas hindi ka
pweding mag expect ng anything na
beyond doon kase hmm sabe nga or
sabi natin na totoo din na wala
talagang
yumayaman
sa
mga
teacgers diba..." – FAQWUALe19
(Reward and Compensation)
"That should be also the area
(Reward and Compensation) na
siguro dapat iimprove, iaddress ng
government siguro nakikita nila na
ganon, edi gawa sila ng action about
it." – FAQWUALe21 (Reward and
Compensation)
"...compared
hmm...biggest
sa
ibang
school
mga
syempre
medyo iba na yung system doon
diba hmm sabihin nating iba na
yung mga hmmm departmentalized
na sila kase may mga senior high na
sila tapos yung mga per subject nila
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malalaki
–
na."
FAQWUALe22
(School-Based Management)
C.
Adaptive
Managing
Strategies
Personal
in
Time Management
and
Work-Life Balance
Professional Life
Professional Development
Personal Motivation
Respondent 1:
“…As
I
Siongco
can
Positivity
see
High
hmm…Prado
School
able
to
Coping Mechanism
Adaptability
manage and balance their ahh work
ahh life because ahh as I’ve been
observing them.” - FAQUAWLa1
(Work-Life Balance)
“Hmm…personally but hmm…these
things are well managed by the
teachers…”
–
FAQUAWLa2
(Coping Mechanism)
“Well, hmm…first and foremost I tell
them
to
manage
their
time
properly…” – FAQUAWLa3 (Time
Management)
“Because there are things that
should be done at home, there
are things that should be done in
school…” – FAQUAWLa4 (WorkLife Balance)
“…aside from managing their time
properly…: - FAQUAWLa5 (Time
Management)
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“…the thing is as I said we have to
manage
time
properly…”
–
FAQUAWLa6 (Time Management)
“Hmm…ahh…as you can see in the
board some of them are still
teachers I so of course hmm…the
all way and hmm…are exquisite and
ahh going to be promoted is
education so they have to continue
ahh
their
professional
hmm…education in order for them
to be promoted.” – FAQUAWLa7
(Professional Development)
But ahh most of them, ahh almost
act of them are already promoted
but we were still have the need
really
to
give
ahh
effort
in
hmm…their most graduates studies
so they can hmm…get promoted.” –
FAQUAWLa8
(Professional
Development)
Respondent 2:
“…my personal life serves as a
motivation for me to do better in
my
professional
professional
FAQUAWLb1
aspect
life…”
or
–
(Personal
Motivation)
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“But we encounter these problems
using different strategies at tsaka
hmm important factor kase siguro
dito lagi naman kasama ng buhay
natin
yung
challenges
is
to
balance…” – FAQUAWLb2 (WorkLife Balance)
“…and then just stay positive and do
you
hmm…whatever
can
to
overcome the challenges that you
may encounter.” – FAQUAWLb3
(Positivity)
“Hmm…mas magiging motivated ka
to do your work diba kase given
naman lagi na may mga struggles,
stress but when you have all the
right benefits, well-compensated
ka I think you can do your work
better.” – FAQUAWLb4 (Personal
Motivation)
Respondent 3:
“I act as a teacher in managing my
personal and professional life, these
two are interrelated to each other so
I need to be good or I need to
manage my personal very well
because
it
will
reflect
my
professional life so same through
with professional and personal so
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they are related.” FAQUAWLc1
(Work-Life Balance)
“So
kung
meron
tayong
mga
challenges like this we need to
adjust, we need to cope up with
this
kind
of
challenges”
–
FAQUAWLc2 (Coping Mechanism)
Respondent 4:
"I believe that time management
is very important so for you to
manage your personal life." FAQUAWLd1 (Time Management)
"I'm, as a human being, you have
your own private life as well for
you to live a normal life you must
know how to balance them." –
FAQUAWLd2 (Work-Life Balance)
"...it means to say you become a
flexible hmm you have to adjust
easily because I believe that there is
no man an island." – FAQUAWLd3
(Adaptability)
"Well, I think you just have to
embrace everything, so if you fully
embrace everything ah it will come
or it will happen smoothly it will
become a smooth sailing..." –
FAQUAWLd4 (Positivity)
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"...but if there are some changes
and hmm…of course even if you just
wanted to go with the flow you
cannot because you have to equip
yourself with new learnings." –
FAQUAWLd5 (Adaptability)
"If you feel you are burned out with
problems, you just have to sit and
relax, breath and then try to unwind
so
that
you
can
inhale
nhmmhmm...new air, new oxygen
so
you
can
think
well."
–
FAQUAWLd6 (Coping Mechanism)
"...but I am more than willing to learn
but
learning
takes
time..."
FAQUAWLd7 (Personal Motivation)
Respondent 5:
"...I mean there should be a
balance between your personal
and
your
professional
life,
wherein hmm no one of these
should be hmm should suffer.
Kapag sinabi nating no one of these
should suffer dapat yung isa is hmm
hindi siya ahh sabihin nating…hindi
siya na…napapabayaan noh at
hindi po pweding uhm sobra yung
nabibigay natin sa isa, for example
hindi po tayo pweding more on
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personal life tapos less lang yung sa
professional life natin hindi rin
naman pweding more on work tayo
tapos nakakalimutan na natin yung
ating personal life. So I guess it’s a
matter of balance." - FAQUAWLe1
(Work-Life Balance)
"Yung parang sinasabi ko nga sa
inyo hmm doon mo matutunan na
ahh at one-point dapat balanced." –
FAQUAWLe2 (Work-Life Balance)
"may time management ka, kung po
pweding may mga to do list ka, ano
yung mga iaacomplish mo this day
dapat
mong
magawa
yun."
FAQUAWLe3 (Time Management)
"...in order to cope up hindi natin po
pweding iinsisado yung mga ideas
natin lagi so ayun siguro yung
natutunan
ko
sa
kanila..."
–
FAQWUALe4 (Coping Mechanism)
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APPENDIX M
CODINGS AND THEMES
V.A. Intrinsic Factors Affecting QWL of Teachers
Codings
Themes
Daily Challenges Encountered
Workaholism
Ethical Dilemma
Learning and Working
Environment
Social Environment
Working Culture
Intrinsic Factors Affecting QWL
of Teachers
Family Problems and
Personal Issues
Demands for Basic Needs
Job Satisfaction
Technophobia
V.B. Extrinsic Factors Affecting QWL of Teachers
Codings
Student’s Learning and
Behavior
Learning Materials and Facility
Deficit
Themes
School-Based Management
Brain Drain
Salary Hike
Extrinsic Factors Affecting QWL
of Teachers
Competition
Reward and
Compensation
Work Schedule and
Designation
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V.C. Adaptive Strategies in Managing Personal and Professional Life
Codings
Themes
Time Management
Work-Life Balance
Professional
Development
Personal Motivation
Adaptive Strategies in Managing
Personal and Professional Life
Positivity
Coping Mechanism
Adaptability
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CURRICULUM VITAE
Rogelio N. Casupanan III is a Grade 12 student
taking the strand of Accountancy, Business, and
Management at Sta. Cruz National High School.
Both finished Junior High School as batch
valedictorian from the same school. Also, an honor
student from the batch at Sta. Cruz Elementary
School. He is currently taking the CPD for Makeup
Artistry, Sales and Management, and Bookkeeping.
Christian Manuel P. Canilao is a Grade 12 student
studying at Sta. Cruz National High School in the
Accountancy, Business, and Management (ABM)
Strand. He is a graduate of Balantacan Elementary
School. His research interests include business and
management-related inquiries and he is looking
forward to a collegiate program in Multi-Media Arts.
Dannylyn S. Roque is a Grade 12 student taking
Accountancy, Business and Management. She
graduated from Calangain Elementary School. She
enjoys arts and design, and aspiring affiliate
marketer across social media platforms. She
graduated from her Junior High School also at Sta
Cruz National High School.
Judy D. Embuido is a Grade 12 student taking
Accountancy, Business, and, Management. She is
a graduate of Balantacan Elementary School. Her
research interests include business, accountancy
and management specializing in engineering and
construction firms.
Senior High School