ALRAEIS FINAL-DEFENSE-PPT .pptx

TEACHERS’ WORKING CONDITIONS
AMIDST THE COVID-19 PANDEMIC VIS-
À-VIS WORK PERFORMANCE IN A
DISTRICT
OF ZAMBOANGA CITY DIVISION
THESIS
Final Defense
ALRAEIS I.
ABDULHAMID
Ma.Ed. Candidate

Background of the Study
The demand for teaching and learning
has changed for the School Year 2020-2021
as a result of the impact of Covid-19.
Education institutions, including the
Department of Education shifted focus to
deliver education remotely through various
distance learning delivery modalities
(DLDMs).

• In the Philippines, the impact of school closures
during the Covid-19 pandemic is evident in both basic and
higher education institutions (Nicholls, 2020; Toquero,
2020 in Landicho, 2021).
• The work-from-home-setup experienced by teachers
during the pandemic pose various challenges among
them to include job related items and work
responsibilities, professional development and
promotional opportunities, recognition and work
achievement, organizational policy and administration and
technical supervision, working relations and
compensation benefits, and physical working conditions
and health issues (Mandapat & Farin, 2021).

• Although there have been a number of studies
conducted previously on the working conditions of
teachers vis-à-vis work performance (Kuncoro &
Dardiri, 2017; Kaupa, 2020; Toropova, Myrberg &
Johansson, 2019 ; Parasuraman (2009) in Ohide &
Mbogo, 2017; Bushiri, 2014; Ouma & Munyua, 2018;
Addimando, 2019; Ohide & Mbogo, 2017; Kadtong,
et.al., 2018, Moore, 2019), however, there has been
no study yet that sought to investigate the working
conditions of public elementary school teachers
during the Covid-19 pandemic and how these affect
their work performance.

• Therefore, there is a need to get a deeper
understanding of how teachers deal with their
work and perform their duties and responsibilities
by looking into the different work-related factors
such as professional development, recognition,
communication, collaboration, and professional
expectation which may significantly influence the
quality of their work performance.

Objective of the Study
To determine the working conditions
of public elementary school teachers in
District A, Zamboanga City Division
amidst the Covid-19 pandemic and how
this working condition affected their
work performance.
Specifically, it aimed to answer the
following research questions:

Statement of the Problem
1. What is the extent of working conditions of public elementary
school teachers measured in terms of:
1.1. Professional Development
1.2. Communication
1.3. Recognition
1.4. Collaboration
1.5. Professional Expectation
2. What is the level of work performance of public elementary school
teachers measured in terms of?
2.1. Content, Knowledge, & Pedagogy
2.2. Diversity of Learners & Assessment and Reporting
2.3. Curriculum & Planning
2.4. Community Linkages and Professional Engagement &
Personal Growth and Professional Development
2.5. Plus Factor

+8/
3. Is there a significant relationship between the
working conditions of public elementary school
teachers and their level of work performance?
4. Is there a significant difference in the extent
teachers when the variable is categorized according
to:
4.1. Age
4.2. Marital Status
4.3. Length of Service
4.4. Gender

+8/
5. Is there a significant difference in the level of work
performance of public elementary school teachers
when the variable is categorized according to:
5.1. Age
5.2. Marital Status
5.3. Length of Service
5.4. Gender

Significance of the Study
The results obtained from this study can be
used for
 Policy formulation and Program
development as it provides data for school
leaders, policy-makers, and stakeholders to
understand teachers’ unique working
conditions in schools and how these working
conditions affect their work performance.

 This study will provide research-based
evidences that would help DepEd Policy-
Makers in crafting and/or revising policies
related to teachers’ workload preparations,
instruction, professional development,
awards and recognitions as well as
professional expectations which may
significantly influence their work
performance as a teacher.

 Further, the results gathered can be used by
Educators in the Regional and Division Level as
basis for teachers’ professional development and
the provision of trainings to equip teachers with
the necessary competencies and technical know-
how on how to handle instruction in the new
normal. This effort will give teachers the
confidence to handle the distance education
program.

Scope & Limitations
The working conditions as the main focus of the
study were delimited to measuring the Professional
Development, Communication, Recognition,
Collaboration, and Professional Expectation of teachers
that may have influenced teachers’ performance in
terms of Content, Knowledge, & Pedagogy, Diversity of
Learners & Assessment and Reporting, Curriculum &
Planning, Community Linkages and Professional
Engagement & Personal Growth and Professional
Development, and Plus Factor.

Scope & Limitations
The study was conducted during the 1st
quarter of school year 2021-2022. The
respondents of the study were delimited to
Teachers comprising regular-permanent
teachers and Principals assigned in public
schools located at least 30 kilometers west of
Zamboanga City.

Review of Literature
Working Conditions
play an important role in a school’s ability to
do so. Schools that are able to offer their teachers
a safe, pleasant, and supportive working
environment and adequate compensation are
better able to attract and retain good teachers and
motivate them to do their best. Teachers’ working
conditions are important to teachers because they
affect how much individual attention teachers can
give to students (Suharso, et.al, 2019).

Factors affecting Teachers’ Working Conditions
According to Ladd (2009) working conditions for
teachers are influenced by the physical features of the work
place, the organizational structure, and the sociological,
political, psychological and educational features of the work
environment (Johnson, 2006; Johnson, Berg, and Donaldson,
2005). Johnson (2003) as cited by Ye (2016) specified school
facilities, community relations (Johnson, Kraft, & Papay, 2012;
Ladd, 2011; Loeb, Darling-Hammond, & Luczak, 2005); as well
as classroom-instruction level working conditions, such as the
amount of instruction support offered and time allotted for
instruction planning and collaboration (Johnson et al., 2012;
Ladd, 2011) can affect teachers’ work performance.

Moreover, research has shown the importance of
instruction related working conditions for teachers’ growth
and students’ success, because these factors are more
directly linked to the classroom instruction and teaching
(Johnson, 1990; 2006; Johnson et al., 2012; Leithwood,
2006). These multiple aspects of working conditions are
malleable and dynamic within a rich, professional context
that encourages teachers’ learning and growth. When the
schools provide a series of supports for classroom
instruction as a good working environment, teachers are
more sustained and effective in their work (Johnson et al.,
2012; Loeb et al., 2005).

Review of Related Studies
In a study conducted by Kraft and
Simon (2020), findings revealed that most
teachers report that their school district,
school principals, and peers are
communicating effectively, providing
support, and recognizing their efforts
during Covid-19 pandemic.

Theoretical Framework
According to Bushiri (2014), employees' performance
has been established to be directly related to employees'
motivation and this assertion was corroborated by different
management theories and one of those was Frederick
Hertzberg.
In this research, the theory being considered was
Hertzberg’s Two-Factor Theory. It was used because
of its appropriateness to the context of the study. According
to Herzberg’s theory as cited by Alshmemri, Shahwan-Akl &
Maude, (2017), motivation factors, or motivators, are intrinsic
to the job and lead to positive attitudes towards the job
because they satisfy the ‘need for growth or self-
actualisation’ (Herzberg, 1966).

Theoretical Framework
Figure 1. Hertzberg’s Two-Factor Theory

Conceptual Framework
.
EXTENT OF TEACHERS’
WORKING CONDITIONS
 Professional
Development
 Communication
 Recognition
 Collaboration
 Professional Expectation
WORK PERFORMANCE
 Content, Knowledge, &
Pedagogy
 Diversity of Learners &
Assessment and
Reporting
 Curriculum & Planning
 Community Linkages and
Professional Engagement
 Plus Factor
DEMOGRAPHIC PROFILE
OF THE RESPONDENTS
Age
Marital Status
Length of Service
Gender

Independent Variables
* Gender – is a self-report measure on sexual
orientation of the respondents such as
male or female
* Age - is a self-report measure from age 20, in
10 year increments
* Marital Status – is a self-report measure as
single, married, divorced or partnered
* Length of Service - is a self-report measure
from year 1, in 10 years increments

Dependent Variables
*1. Extent of Working Conditions
*2. Work Performance
*3. Professional Development
*4. Communication
*5. Recognition
*6. Collaboration
*7. Professional Expectations
*8. Content, Knowledge, & Pedagogy
*9. Diversity of Learners & Assessment and Reporting
*10. Curriculum & Planning
*11. Community Linkages and Professional Engagement
*12. Plus Factor

Descriptive-Survey
approach was used
Reason:
- used to investigate the
characteristics, behaviors, or
opinions of a group of people
or can also be used to collect
information on experiences
or demographic information
such as gender, religion,
ethnicity, and income in a
relatively short period of time
(Cherry, 2020)
METHODOLOGY
Research Design

Research Locale
- Conducted in 6 public elementary
schools located at least 30 kms west of ZC

METHOD
Sampling & Sampling Procedure
According to Cherry (2020),
when using survey as a research
design, generally, random
sampling must be used in
selecting participants in order to
avoid biases in the survey results.

METHOD
Why Survey sampling is necessary in this
study?
1. it provides a potent means of extracting and
analyzing a targeted subset of a population.
2. Sampling a part of the population often
works as a more effective surveying
approach than taking the entire population
(Bose, 2019).

METHOD
study?
This claim is backed up by Pollfish (2021)
which stated that even if researchers zero in on
a subset, it is still impossible to study the entire
population of a targeted group, thus, the need to
carry out sampling is necessary in order to
ensure that the sampling pool best represents
the population of researcher’s interest.

METHOD
study?
Considering the research questions
posited in the study which includes three
hypotheses which are inferential in nature, the
need to employ probability sampling
procedure was necessary despite the modest
number of total population.

METHOD
 This sampling procedure conducted for 105 total population
is backed up by Davis (2021) stating that if the population is
less than 100, then it is suggested to survey them all,
otherwise sampling must be carried out.
 Price, Jhangiani, Chiang, Leighton, & Cuttler (n.d.)
stated that survey research more likely to use some form of
probability sampling because it has the tendency to make
accurate estimates about what is true in a particular
population, and these estimates are most accurate when
based on a probability sample.

METHOD
The samples in this
study were determined using a
simple random sampling.
According to Thomas (2020),
this method is the most
straightforward of all the
probability sampling method
as it allows the researcher to
achieve high level of internal
and external validity on the
samples (Thomas, 2020).

METHOD
Sampling frame was
created consisting of 105
regular permanent teachers
All names were
inputted into
MS Excel
The rand function
& sort feature in
Excel was used to
generate random
numbers & rank
teachers
respectively. The
first 84 teachers
were selected
randomly.
Slovin’s formula
𝐍
(𝟏+𝐍𝐞𝟐)
at
95% confidence interval and
5% margin of error was used
to determine the sample
size n=84

RANDOM
NUMBERS
Out of 84 samples considered
in the study, a total of 83
respondents were able to complete
the survey making the response
rate at 98.81%. The actual
respondents included in the study
were 80 teachers and three school
heads or Principals.

JHS Students
Independent Variable Groups n Percentage (%)
Age
<30 y/o 29
34.94
30-39 y/o 22
26.51
≥40 y/o 32
38.55
Total 83
100.00
Marital Status
Single 23
27.71
Married 55
66.27
Others 5
6.02
Total 83
100.00
Length of Service
<5 years 28
33.73
5-15 years 35
42.17
>15 years 20
24.10
Total 83
100.00
Gender
Male 16 19.28
Female 67 80.72
Total 83
100.00
Demographic Profile of the Respondents
METHOD
Independent
Variable
Groups n %
Age
<30 y/o 29 34.94
30-39 y/o 22 26.51
≥40 y/o 32 38.55
Total 83 100.00
Marital Status
Single 23 27.71
Married 55 66.27
Others 5 6.02
Total 83 100.00
Length of Service
<5 years 28 33.73
5-15 years 35 42.17
>15 years 20 24.10
Total 83 100.00
Gender
Male 16 19.28
Female 67 80.72
Total 83 100.00

JHS Students
Instruments
METHOD

JHS Students
Pilot Testing Reliability and Validity Result
Instruments
METHOD
Instruments
No. of
Items
Cronbach’
Alpha
Interpretation
Working
Conditions
15 0.899 Acceptable
RPMS 12 0.848 Acceptable
These Cronbach’s alpha coefficients obtained are supported by Hair, Bush &
Ortinau (2003) in Sang, Mail, Karim, Ulum, Mufli, & Lajuni (2017) who state that
the widely accepted cut-off for an instrument is that Cronbach’s alpha
should be higher than 0.70, thus as a result, no further changes were needed,
and these instruments were used in the actual study.

Interpretation Scale Used
Scale Mean Range Score Range Extent of Working Conditions
1 Strongly Disagree 1.0 - 1.49 Poor
2 Disagree 1.5 - 2.49 Unsatisfactory
3 Neutral 2.5 – 3.49 Satisfactory
4 Agree 3.5 – 4.49 Very Satisfactory
5 Strongly Agree 4.5 – 5.00 Outstanding
Extent of Working Conditions (DepEd, 2015)
Scale Mean Range Score Range Level of Attitude
1 Very Low ≤ 1.49 Poor
2 Low 1.50 - 2.49 Unsatisfactory
3 Moderate 2.50 – 3.49 Satisfactory
4 High 3.50 – 4.49 Very Satisfactory
5 Very High 4.50 – 5.00 Outstanding
Work Performance (DepEd , 2015)

Interpretation Scale Used
Range Class
<0.10 No Relationship
0.10 – 0.20 Weak
0.21 – 0.50 Moderate
>0.50 Strong
Class of Pearson Correlation &
Absolute Range of Values
Knapp (2020) in Carvalho et.al. (2017)

RESULTS
Research Problem #1. What is the extent of working
conditions of public elementary school teachers measured in terms
of Professional Development, Communication, Recognition,
Collaboration, and Professional Expectation?
These findings agree with the findings obtained by Kraft and Simon (2020) stating
that most teachers report that their school district, school principal, and peers are
communicating effectively, providing support, and recognizing their efforts during
pandemic, thus, manifesting positive regard on their working conditions.

RESULTS
Research Problem #2. What is the level of work performance of
public elementary school teachers measured in terms of Content,
Knowledge, & Pedagogy, Diversity of Learners & Assessment and
Reporting, Curriculum & Planning, Community Linkages and
Professional Engagement, and Plus Factor?
Table 4.2 Elementary Teachers’ Work Performance Level

RESULTS
Research Problem #3. Is there a significant relationship
between the extent of working conditions of public elementary
school teachers and their level of work performance?
Hypothesis 1: There is no significant relationship between the
extent of working conditions of public elementary school teachers
in District A and their level of work performance.

RESULTS
This finding affirms/disagrees with the
 Hertzberg’s Two-Factor Theory – which states that
motivation factors are related to a person’s job satisfaction
and include advancement, the work itself, possibility of
growth, responsibility, recognition, working conditions and
achievement (Herzberg, 1966).
 It disagrees with the findings of Kuncoro & Dardiri (2017)
and Kaupa (2012) which revealed that there is no
correlation between work conditions and teachers’
performance, but
 It agrees with that of Toropova, Myrberg & Johansson
(2010), Parasumaran (2009) in Ohide & Mbogo (2017) and
Bushiri (2014) for which results revealed that school
working conditions are associated with teachers’
performance.

RESULTS
Research Problem #4. Is there a significant
difference in the extent of Working Conditions of
public elementary school teachers when the
variable is categorized according to age, marital
status, length of service, and gender?
Hypothesis 2: : There is no significant difference
in the extent of Working Conditions of public
elementary school teachers when the variable is
categorized according to age, marital status,
length of service, and gender.

RESULTS
Research Problem #5. Is there a significant
difference in the Work Performance of public
elementary school teachers when the variable is
categorized according to age, marital status,
length of service, and gender?
Hypothesis 2: : There is no significant difference
in the level of Work Performance of public
elementary school teachers in District A when the
variable is categorized according to age, marital
status, length of service, and gender.

1.Teachers’ working conditions which are defined
as the working environment and existing
circumstances that play an important role in a
school’s ability to affect positively or negatively
teachers’ motivation and morale, attraction,
retention and commitment, are found to be
Very Satisfactory across all dimensions to
include Professional Development,
Communication, Recognition, Collaboration,
and Professional Expectation.
CONCLUSIONS

CONCLUSIONS
2. The level of work performance of
public elementary school teachers is
Very Satisfactory across all areas to
include Content, Knowledge, &
Pedagogy, Diversity of Learners &
Assessment/Reporting, Curriculum &
Planning, Community Linkages &
Professional Engagement, and Plus
Factor.

CONCLUSIONS
3. The extent of working conditions is associated with
teachers’ work performance based on the statistically
significant strong positive relationship obtained from
the correlational analysis between working conditions
and level of work performance of teachers.
4. There is no significant difference in the extent of
teachers when the variable is categorized according
to gender, age, marital status, and length of service.

CONCLUSIONS
5. There is no significant difference in the
level of work performance of public
elementary school teachers when the variable
is categorized according to gender, age,
marital status, and length of service.

RECOMMENDATIONS
1.Policy on teacher working conditions
that include the provision of safe and
motivating work environment that
supports and promotes collaboration,
multi-channel communication,
professional development, recognition,
and professional expectation should be
established considering workload and
work-life balance, class sizes and
pupil-teacher ratio (PTR).

2. Teachers’ work performance should be periodically
monitored in terms of Content, Knowledge, &
Pedagogy, Diversity of Learners &
Assessment/Reporting, Curriculum & Planning,
Community Linkages & Professional Engagement, and
Plus Factor in order to ensure that goals, objectives
and targets are achieved above the established
standards. A diversified career development
opportunities should be created so that teachers who
perform exemplarily can be provided with better
opportunities that entail promotion, reduced teaching
hours, or subject coordinatorship and teachers-
mentorship.
RECOMMENDATIONS

RECOMMENDATIONS
3. Aside from utilizing the RPMS tool to determine
teachers’ level of work performance, School
Administrators or Principals should also conduct
periodically teachers’ satisfaction assessment and
Feedback in order to determine teachers’ perception
of their workplace whether it is motivating or not,
and be able to address all areas in their working
conditions that significantly affect their work
performance in school. A continuous school/cluster-
based professional development scheme to include
distance learning for all teachers, and improved
teacher management through provision of resources
and incentives should be established.

RECOMMENDATIONS
4. Working conditions should be made favorable for all
teachers regardless of gender, age, marital status, and
length of service. There should be equal opportunities
provided for all teachers in terms of professional
development, recognition, and support.
5. A Career Progression Scheme must be created for
all teachers in order to ensure that all teachers are
provided with equal opportunities to various trainings
and seminars that focus on improving their skills in
terms of Content, Knowledge, and Pedagogy, Diversity
of Learners, Curriculum & Planning, and Community
Linkages.

6. Future researches on the same topic are
encouraged employing other research
designs such as qualitative approach in
order to obtain an in-depth analysis of the
phenomenon pertaining to teachers’
perception of their working conditions.
RECOMMENDATIONS

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