This study aimed to examine school climate and work from home challenges among secondary school teachers in Zambales, Philippines. A survey was administered to 280 teachers to understand their perceptions. The findings showed that teachers agreed the school engages in positive climate practices but also faces challenges with remote work. Significant differences were found between teacher groups in their experiences. The study proposed a model for schools to address remote learning challenges, improve communication and recognition of teachers, and strengthen relationships regardless of teacher attributes. Overall, the study provided insights into supporting teachers through improving school climate and remote work policies.

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3. • This study aimed to determine the school climate and work from
home challenges among Secondary School Teachers in selected
secondary schools in Schools Division of Zambales.
• The study made use of descriptive research design with the aid
of questionnaires as the main instrument in gathering the data.
• The respondents were the two hundred eighty public secondary
school teachers in selected secondary schools in Schools Division
of Zambales

4. • A probability sampling was used in the selection of
respondents. As such, the researcher utilized random
selection in identifying respondents from selected secondary
schools in Schools Division of Zambales.
• Descriptive and inferential statistics were used for analysis
and statistical treatment of data.

5. 1. Majority of the secondary school teachers in Schools Division of
Zambales are female, on their early adulthood stage, married,
permanent employees, new in service, Teacher I, and with Master’s
degree units;
2. The teacher-respondents perceived that their school “Always”
engage on school climate;
3. The teacher-respondents agree on the challenges of work from
home arrangement;

6. 4. There was significant difference on school climate as to
school and community engagement when grouped
according to respondents’ civil status and academic
rank/position; and significant as to teacher connections
when grouped according to respondents’ sex and
academic rank/position;

7. 5. There was significant difference on work from home
challenges as to job related items and work responsibilities
when respondents are grouped according to highest
educational attainment; significant as to recognition and work
achievement when grouped according to respondents’
academic rank/position; significant as to working relations and
compensation benefits when grouped according to
respondents’ academic rank/position and highest educational
attainment; and significant as to physical working conditions
and health issues when grouped according to respondents’
academic rank/position;

8. 6. There was significant difference towards dimensions of
school climate;
7. There was significant difference towards challenges of
work from home arrangement; and
8. The proposed model has been developed in order to
address the challenges of work from home arrangement.

9. School Climate Work From Home
Challenges
Proposed Activities in
order to Address the
Challenges
Persons
Involved
Time
Frame
Structure of
Learning
Providing different platforms
to different level of
students.
DepEd to design a Learning
Management System (LMS) capable
of addressing the different needs and
level of students.
Head of
Department
Annual
Teacher
Connections
Fairness on promotion
opportunities.
Human Resource Department (HRD)
to design guidelines on determining
work performance and promotional
activities relative to work from home
arrangement.
Human Resource
Department (HRD)
Annual
Teacher
Connections
Online Work
Recognition/Praise.
Human Resource Department (HRD)
to design measures on work
performance and provide virtual
recognition and appropriate
monetary incentives.
Human Resource
Department (HRD)
Annual
Table 31
Proposed Model to address the Challenges of Work From Home Arrangement appropriate for the current
Pandemic Situation

10. Teacher
Connections
Communication with School
workers or School heads.
School heads to provide schedule of
virtual meeting and collaboration
among teachers. The department
may explore other software
applications deemed needed for
effective virtual communication
medium.
School Heads Annual
Structure of
Learning
Effective communication with
students thru online platform.
The department may explore other
software applications deemed
needed for effective virtual
communication medium for
synchronous and asynchronous
learning.
Department Head Annual
Physical
Environment
Providing fast and high internet
bandwidth accessible to
learners and teachers for a fast
online learning.
Implementation of the DepEd
Internet Connectivity Program (DICP)
and addressing connectivity
bandwidth both for teachers and
learners.
Department Head Annual

11. 1. School heads should explore good characteristics
of school climate to strengthen organizational
relationship among teachers regardless of their age,
sex, civil status, employment status, length of
service, academic rank/position, and highest
educational attainment.

12. 2. Classroom teacher advisers to organize community groups
(e.g. PTA, LGU) meet regularly through online if not possible in
face to face to discuss school issues; remind teachers to
exercise professional judgment; teachers should recognize
students for good behavior during online classes; school may
consider to include provisions for parents on their effort to
clean physical environment and allocate room for learning at
their home; teachers to explore instructional technique so to
address isolation of students in an online learning mode; and
school may consider provisions on parents volunteerism to
help schools on special projects.

13. 3. DepEd may consider designing their own Learning Management
System (LMS) to create a platform addressing different level of
students; to design guidelines on proper childcare to guide students
during online learning; may consider reviewing employee manual /
appraisal and incentives to provide fairness promotion opportunities
among teachers based on their work performance; are encourage to
provide provisions on work praise thru online; review workload and
allocate schedule / time for communication with coworkers and
school heads with the use of online medium accessible to all; may
design new online platform for an effective conduct of online classes;
and implement ways and initiative in addressing fast and high internet
badwidth accessible to learners and teachers for a fast online
learning.

14. 4. School heads may consider revitalizing the
characteristics of school climate exists regardless of civil
status, sex and academic rank/position of teachers.
5. School heads may consider addressing the challenges
encountered by teachers on a work from home
arrangement regardless of their academic rank/position
and highest educational attainment.

15. 6. Since there was significant difference towards dimensions of
school climate, school head may consider in determining the
importance of different dimensions towards structuring their school
climate.
7. Since there was significant difference on the challenges of work
from home arrangement, school needs to prepare their employees
through training and guidance in order to be guided and navigate
different challenges they are involved with.
8. To conduct a follow-up study with in-depth and wider in scope so
as to validate the findings obtained in the study.

16. I am gratefuland blessedfor allthesupportand
guidance thateachof you haveextendedand sharedfor
thecompletionof my study.
“Thatin all things, Godmay be glorified!”
May GodRewardYouall…
DR. DOMINGO C. EDAÑO
Director, Graduate School
DR. EMMA C. VENTURA
Panelist
DR. ELIZABETH N. FARIN
Research Adviser
DR. NOVRINA BIGILDA A. ORGE
Panelist
DR. JESSIE S. ECHAURE
Panelist
ALVIN M. MANDAPAT
Researcher
DR. MILMA M. MENDONES
Chairman