RAISING THE BAR: INSTILLING ORGANIZATIONAL VALUES

AMONG TEACHERS

An BERF – Granted Paper Presented to

CBER – South East Asia

GREGORIO T. MUECO

Researcher

1
 Chapter I

Introduction

Background of the Study

“As a learner – centered public institution, the Department of

Education continuously improve itself to better serve its stakeholders.”

This part of the vision of the Department of Education (DepEd) clearly and

loudly echoes that all schools must work towards organizational improvement to

ensure better service to its stakeholders, particularly the learners.

With the passage of time, the schools and the teaching profession have

become more complex and important such that there is a need to ensure that the

highest possible standard is maintained. Technological evolution and the fast

changing characteristics of today’s learners have made teaching duties and

responsibilities even more challenging. These challenges however, do not diminish

the highest regard the community holds for teachers. As public service employees,

teachers hold a special position of trust not only coming from the learners and

parents but also from the society as well (Code of Ethics for Professional Teachers,

Phils.). This is because the values practiced by teachers have significant impact on

the lives of children and young people. The community expects that these values

and powers exercised by teachers are properly and prudently used. (Teachers’

Code of Professional Practice, Australia).

According to Gorenak and Kosir (2012), organizations are like humans, they

do what they think is right and set its own rules and beliefs based on what the

members set as acceptable, moral and true. He further stated that the organizational

values of companies and institutions such as schools are integrated into personality

2
of the school, thus playing a similar role as values do in lives of individuals. This, in

turn, directs behavioral patterns and influence relationships within the organization

Organizational values formed in schools are very important. The decisions

made by teachers and school leaders are guided by the values they uphold.

Consequently, the kind of values the organization practices will be reflected on the

performance of the school and the quality of learning outcome. Moreover, the kind of

learners including their attitude and behavior are often associated with the kind of

values that the school has.

Every organization has a set of values of its own. The image created by an

organization such as a school depends on the kind of input teachers and employees

contribute in terms of values. As McFarland (2014) said, the brand or the image of

any organization starts with the employees, which are the catalysts for building a

healthy organization. In schools, therefore, how the teachers act, how they talk to

clienteles and how they absorb the school’s values system is very critical. A school’s

culture consists of many different types of people with different personalities and

work habits making the organization difficult to manage because of the complexity

and differences. However, it should also be noted that regardless of the size and

complexity, the impact of the organizational values is so lasting that it forms the

overall beliefs and character of individual, such as students even after graduation

from school.

When the values of the organization members are not consistent with what

are expected of them, organizational conflicts arise. Also, when people with different

levels of self-worth come together in a team, interpersonal conflicts happen. So

much is expected from teachers that the DepEd has come up with a new system of

performance management called RPMS. The new Result-Based Performance

management system ensures that strategic, responsive and effective delivery of

3
services of all levels in the DepEd including schools, is carried out so that it can

effectively implement a learner-centered school, school based management system

and the K to 12 strategies to improve the quality of education in public schools.

(DepEd Order No. 2, s.2015). When teachers talk about competence, abilities and

integrity, they are talking about the modes of conduct by which a person achieve or

fulfill his purpose as a teacher. These values are called instrumental values. The

conduct of the teachers in the fulfillment of duties in the school makes up his overall

performance which is measured by the RPMS. Additionally, RPMS also ensures that

all employees, including teachers focus their work efforts towards achieving DepEd’s

vision, mission and core values.

One of the most important duties of the teacher is embodied in the DepEd’s

mission which states that: “Teachers facilitate learning and constantly nurture every

learner.” (DepEd Mission). This corroborates among other provisions that “A

teacher shall recognize that the interest and welfare of learners are of first and

foremost concerns, and shall deal justifiably and impartially with each of them.”

(Section 2, Article VIII, Code of Ethics for Professional Teachers).

The noble and challenging task of teachers compels the need for

organizations, especially schools to align the values of the teachers with the norms

expected of them. The increase in consistency between personnel and

organizational values will result in higher level of morale and productivity.

Tanauan City National High School (TCNHS) is the biggest public secondary

school in the Division of Tanauan City. It was established in 2005 with the aim of

catering to the growing need for accessible public high school near the Tanauan City

proper. It is one of the sixteen public secondary schools in Tanauan City and the

biggest not only in terms of population but also in terms of land area and number of

teachers. At present, the school has ninety nine teaching personnel and three non-

4
teaching personnel, two utility workers, a full-pledged school principal and a student

population of 2,906 for school year 2016-2017.

For a long time, many Tanaueños especially those living in the poblacion

areas have undergone schooling in private high schools or public secondary schools

of nearby municipalities. Now, it is the other way around, majority of the school’s

population comes from the surrounding barangays, the poblacion area and other

nearby barangays.

Out of the ninety nine teaching personnel, ninety one of them are teaching in

junior high school, while eight are teaching in the senior high school. More than half

of the number of junior high school teachers are considered novice having been in

the public service for only one to three years. Though these teachers are competent

in terms of teaching skills, many of them are observed to have not yet immersed

completely in the expected values of a DepEd school. Meanwhile, the remaining

number of teachers varies in terms of educational attainment, culture, beliefs and

teaching experience. Some of these teachers have been in the service for more than

ten years while the others are only for three to nine years. Two of these teachers

have finished their doctoral degrees, around fifteen have completed masteral

degrees and the remaining are now pursuing graduate studies. In terms of culture,

the teachers are of a melting pot. There are teachers who are from as far as

Mindanao, the Visayas, Northern Luzon and other provinces in Bicol and

CALABARZON. Prior to their assignment as public school teachers, majority of them

have had teaching experiences in the private schools. Some had even held

administrative positions in the private school. The school has nevertheless

capitalized on the diverse capabilities and talents of teachers. The guidance

provided by these teachers to the learners has not only proven its worth in terms of

academic competitions but also in non-academic competitions. For so many years,

the school has been the division’s representative in the Regional and National

5
Search for Best Implementing School in Brigada Eskwela. For two years in a row, in

2015 and 2016, TCNHS has bagged the top award and is now in the process of

preparing for the 2017 competition. Aside from this, the school has also made waves

in terms of international competitions. Just recently, three of its STEM students

represented the country in the International Robotic contests held in Indonesia and

Australia.

The above-stated diversity in the profile of teachers has made exemplary

impact in the performance of the school. However the diversity has also created

inconsistencies and disagreements about goals, priorities and methods. This

eventually results to power struggle, hidden agendas, mistrust and internal

competition. With this premise and with the aim of instilling organizational values

among teachers for the purpose of organizational improvement and better service to

its clientele, the researcher is proposing a study that will help instill and strengthen

DepEd’s organizational values among the teachers of TCNHS.

The researcher hopes that the results of this study will have an impact on the

educational practice as it can be used as basis for developing teacher induction

modules and programs which schools can use when inducting new teachers.

Furthermore, school administrators can utilize the results of this study in crafting

action plans for professional development of teachers and organizational

improvement of the school. The strategies that will come out of this study can also

be used as topics for Learning Action Cells (LAC) sessions for teachers.

The concept that surrounds Complexity Theory provides the researcher with

the foundation of this study. A basic premise of Complexity Theory is that non-linear

systems are unpredictable, because the interacting agents often acquire collective

properties and thus a system becomes greater than the sum of its parts (Osberg and

Biesta, 2007) Proponents of Complexity theory believes that a complex system is a

6
combination of many independent actors behaving as a single unit. These actors

respond to their environment much as the human brain responds to sensory input.

All these networks also act as a single system made of many interacting

components. In the case of school organization, the independent units and the

different value systems held by teachers, make up the complex system which in turn

must act as one and must be directed towards the accomplishment of the school

vision, mission and goals. The theory also attempts to discover how the many

disparate elements of a system work with each other to shape the system and its

outcome (Mason, 2013).

Another theory that guides the conduct of this study is the Organizational

Culture theory. This theory emphasizes that organizational life is complex and that

researchers must take into consideration not only the members of the organization

but their behavior, activities and stories (http://www.mnestudies.com). The theory

also explains that each organization is a unique one with unique needs for

improvement. Relative to this study, this theory will strengthen the established fact

that big organizations with unique environment will have organizational values more

difficult to align and to establish.

7
Research Problems

This research aims to propose a plan of action that will help instill

organizational values among teachers based on the current level of practice of the

four DepEd core values. Specifically, this seeks to answer the following questions:

1. What is the teachers’ present level of practice of the indicators of the four

DepEd Core Values Makadiyos, Makakalikasan, Makatao at Makabansa?

2. How do teachers describe their experiences in terms of their practice of

the DepEd core values?

3. What plan of action may be developed to instill organizational values

among teachers of Tanauan City National High School?

Scope and Limitations

This research is limited to the development of a plan of action that will help

instill organizational values among teachers. Additionally, the experiences of

teachers in terms of their practice of the DepEd core values were described to

validate the level of practice.

The respondents of this study were the teachers of Junior High School in

Tanauan City National High School, a public secondary school in the Division of

Tanauan City in Tanauan City, Batangas.

8
 Chapter II

Review of Related Literature

This section presents the trends and key issues about related researches. It

also identifies the knowledge gaps that the study aims to fill.

Transforming Organizational Values

The differences in values of individuals in an organization usually create

conflicts and disagreements. When individual values are not aligned and

changed into what are expected from them, chaos arises. In schools, the

organization is made up of teachers who are also human beings and who possess

unique values as individuals. These differences in the nature of human beings

require that organizations continue to seek a balance between the capabilities of the

members and a powerful leadership the will direct and foster a culture that leads to

success. There is therefore a need for a change in leadership style that will

transform the organization.(Mcguire, et.al, 2015). The leader, according to Mcguire,

et.al, assumes the responsibility of managing change that will help the organizational

achieve its goals. To effectively manage change, they stated that a universal

characteristic must be possessed by the transformed leader and that is to live by

higher values and serve as model and light to others. This idea is corroborated by

Singh (2012) in his study when he said that a new kind of leadership is needed to

enable organizations to transform themselves and to cope up with the changes.

Changing an organizational value is usually done by a leader who attempts to

change based on his own perspective because he is perceived to be someone who

is in the position to see the truth of the matter and to see things at a wider

perspective. The leader usually starts the change by telling his subordinates what to

change and why there is a need to change. When the change does not happen,

some leaders use force as an alternative. However this strategy often fails because

9
members of the organization are not willing to shift to the behavior needed especially

when the need to do so is done by force. This is supported by the Mcguire, etl.al

that changing or aligning values is sometimes considered by employees as an

attempt to manipulate in order to achieve organizational needs. They further

stressed that forcing change in organizational values never work because they just

increase conflict and mistrust between the leader and the employees.

Role of Values in the Organization

School organizational values especially the positive ones are powerful tool to

inspire teachers and learners. These provide employees their self-worth being

identified with an organizational with good organizational values. Some schools even

used these as sort of promotion to encourage parents and teachers to enroll in their

school. Gorenak and Kosir (2012) presented in their study that an organization is

just like human; it makes decision and does what it thinks it right, has legal limitations

on what it can do, has moral limitations and creates and its own habits. They said

that organizational values are integrated into the personality of an organization thus

play a role similar to what values do in the lives of individuals – directing behavioral

patterns, influencing relationships and inspiring teachers to work towards the

attainment of organizational goals. This agrees with Amortegui’s (2014) statement

about shaping actions of employees. According to her, employees look to each other

on how to behave and so an organization in order to intentionally shape the actions

of its employees, it must know the importance of creating value-based culture.

Amortegui stressed that in the 2,500 years of history to identify the virtues found

across religions, cultures, nations and belief systems, the virtues that made the cut

and should be integrated in any organization are: wisdom, courage, humanity,

justice, temperance and transcendence.

10
Strategies to Instill Organizational Values

Every behavior in the organization affects the way the stakeholders think of

the organization. In school, the actions and decisions of one teacher affect the

overall behavior of the organization. In an organization in which behavior is an

important ingredient in how people work, it is important to foster a type of culture that

puts high regard on positive organizational values. Zaidi (2013) suggested strategies

to instill organizational values in an organization: 1) Maintain a number one mindset

– this means delivering the very best and making oneself a stand out by being

dedicated to what he is doing. With this mindset, Zaidi concludes that everyone in

the organization will treat employees as if they are also the best, thus develop mutual

trust and respect. 2) Eliminate competition – this means that competition is

eliminated because everyone in the organization is considered the best. It is

important that an open environment where everyone is the top in their field is

created. Without competition, every teacher will function and work as a team. There

will be no thwarting of people’s efforts, hiding of information and working against

each other in anyway. 3) Encourage Exceptional – this means that every teacher

must align himself with the organizational strategy thereby expecting them to deliver

only exceptional work. When teachers perform at exceptional level, their efforts must

be recognized in order to encourage others to perform at this level as well. 4) Mix-

up Talents – this means allowing teachers with great potential to work and operate

out of their comfort zones in order for them to learn the needs of everyone in the

organization. This can be done by allowing them to work in other departments and

functions in the school. 5) Keep Everyone on Track – this entails organization to

immediately reward people who produce good results or make progress towards the

attainment of the school goals. These strategies are connected to Douglas (2014)

when he suggested core values the will improve the image and culture of the

organization. He said that reliability, ethical integrity, employee quality, among others

will create respect, teamwork and collaboration among the employees.

11
 There are other strategies that can help instill organizational values among

employees. The trends indicate that virtues rooted on good attitude and character

will help persons to become effective contributor to an organization. However, there

is a great need for any organization to think of strategies that will help teachers to

instill them and live up with them. The school principal, as an empowered leader

who can transform and initiate change in the school is provided with endless means

and strategies in order that the organizational values may be instilled among

teachers.

The DepEd Core Values

DepEd Order No. 8, s. 2015 mandates that the core values of every Filipino

child be reflected in the report card. These core values have been translated into

behavioral statements. In addition, indicators have been formulated for each

behavioral statement. These core values, however are usually applied for Filipino

learners only. As DepEd core values and as role models of students, the teachers

must also emulate these values in their daily duties in school. The core values of

DepEd are embodied in the four major values: Makadiyos, Makatao, Makakalikasan

at Makabansa.

12
 Chapter III

Methodology

Research Design

This study employed the descriptive developmental method. It aimed for the

development of a plan of action that will help instill organizational values among

teachers of Tanauan City National High School. It is descriptive because it will

present the present level of practice of teachers on the identified organizational

values drawn from the DepEd Core values.

This study followed the Type 2 category of developmental research

introduced by Richey and Klein (2005) that involved constructing a model or

strategies and identifying the conditions for its successful implementation.

Questionnaires and the DepEd issuance about DepEd core values indicators were

used to gather the data needed in the study.

Selection Criteria and Participants

Purposive sampling was used in selecting participants for this study. The

respondents were the ninety one Junior High School teachers of Tanauan City

National High School. They were selected to participate in the study to gather

complete data about perception on organizational values. An orientation of teachers

was conducted to inform them of their inclusion in the pool of respondents and to

inform them about the nature and purpose of the research.

Data Collection Instrument

The researcher utilized the DepEd’s issuance on the identification of core

value indicators to determine the current level of practice of teachers in terms of

these indicators. A survey questionnaire was developed to gather the teachers’

13
present level of practice on the organizational values. Said survey questionnaire

were subjected to validation by five experts.

The questionnaires was administered after the orientation of teachers.

Data Analysis

This study used descriptive method: a survey, document review and analysis

to gather data. The data were analyzed by the use of tables, narrative summaries

and content analysis. Tables were used to present the data that were gathered from

the respondents. Frequency count was used to determine the number of responses

to each item in the questionnaire while percentage was used to compare two or more

magnitudes. Variables and narrative summaries about the highest and lowest

percentages on each table were highlighted. Focus group discussions were

conducted to validate the answers of the respondents in the questionnaire.

Ethical Considerations

Below are the ethical considerations observed in this study:

1. Permission to conduct the research was obtained from the Department of

Education-Division of Tanauan City through its Schools Division

Superintendent, Dr. Edna Faura-Agustin to conduct study in the selected

school and to use the name of the school in the manuscript.

2. Consent forms, together with an information letter which included detailed

information on the purpose of the research and how data will be collected,

were given and discussed to the participants of this study.

3. The study employed all the reasonable measures to ensure that the

participants will be protected from harm as a consequence of this research.

The responses of the teachers in the questionnaire will be kept strictly

confidential

4. The study protected the anonymity of all the participants.

14
5. The participants of this study were informed that their participation would be

voluntary and that they could withdraw from the study at any point, without

any penalty.

6. The respondents were informed that they would not receive any financial

benefit and or remuneration as participants in the study.

7. The participants were informed about the nature of the study and were

debriefed about the results of the study.

8. The developed strategies of instilling organizational values were shared to all

the respondents.

9. Conflict of interest were avoided, the teacher’s decision to withdraw from the

research would not affect whatsoever the performance rating of the teacher.

15
 Chapter IV

Findings and Discussion

The purpose of this study is to develop a plan of action that will help instill

organizational values among teachers of Tanauan City National High School based

on the current level of practice of the indicators in the four core values of DepEd.

The current level of practice was determined using the different indicators of

MakaDiyos, Makakalikasan, Makatao at Makabansa. The responses showing the

level of practice were validated by the responses of the teachers during the focused

group discussion

This chapter presents and discusses the findings of this study following the

sequence of research questions in Chapter I.

Question 1: What is the teachers’ present level of practice of the indicators of the

four DepEd Core Values Makadiyos, Makakalikasan, Makatao at Makabansa?

Expresses one’s spiritual beliefs while respecting the spiritual beliefs Number of 3
Mean Response
of others answers
1 Engages in w orthw hile spiritual activ ities 3.6 25

2 Member of any religious group organized in the school 2.9 28

3 Prepares a prayer w ell w hen assigned to lead 3.8 26

Activ ely participates in any religious or spiritual activ ities
4 3.7 60
held in school
5 Respect sacred places 4.6 9

6 Observ es silence at all times w hen inside sacred places 4.6 9

Use any thing in the school including religious symbols
7 4.3 21
properly
8 Respects religious beliefs of others 4.7 0

9 Politely listens for others to express their religious beliefs 4.3 2

10 Accepts one’s differences in religious beliefs 4.5 2

11 Observ es proper behav ior during religious activ ities 4.5 2

Demonstrates curiosity and w illingness to learn about other

12 4.2 11
w ays to express spiritual life
Tactful and sensitiv e in discussing or sharing about religious
13 4.2 9
beliefs w ith others. 16
Learns to liv e in harmony w ith others regardless of belief
14 4.3 5
and culture
Table 1 Teachers’ Level of Practice of the indicators under MakaDiyos: Expresses

one’s spiritual beliefs while respecting the spiritual beliefs of others

Table 1 shows the 14 indicators under the core value MakaDiyos specifically for the

major indicator: expressing one’s spiritual beliefs while respecting the spiritual

beliefs of others. Results show that among the indicators, the one with the lowest

mean response is being a member of any religious group in the school with 2.9

followed by engaging in worthwhile religious activities at 3.6, actively engaging in any

religious activity held in school, 3.7 and being able to prepare a prayer when

assigned to lead at 3.8. The rest of the indicators gathered high responses ranging

from 4.2 to 4.7.

Table 2 Teachers’ Level of Practice of the indicators under MakaDiyos: Shows

adherence to ethical principles by upholding the truth

Shows adherence to ethical principles by upholding the truth

15 Tells the truth all the time 4 15

16 Admits any v iolation or w rongdoing done. 4.2 11

17 Stays aw ay from deceitful activ ities 4.2 10

18 Returns borrow ed things in good condition 4.3 10

19 Demonstrates intellectual honesty 4.2 10

20 Relies on ow n insights and learnings 3.9 23

21 Expects honesty from others 4.1 16

22 Tell the mistakes of others tactfully 3.8 23

23 Returns lost and found items 4.5 6

24 Aspires to be fair and kind to all 4.3 10

25 Practices justice at all times 4.2 10

26 Exhibits compassion and goodness to others 4.2 11

27 Recognizes and respects one’s feelings and those of others 4.3 9

28 Know s how to say sorry w hen a mistake is committed 4.4 8

17
Table 2 shows the practice of teachers of the major indicator: shows adherence to

ethical principle by upholding the truth. Among the 14 sub-indicators the lowest

mean response is on telling the mistakes of others tactfully at 3.8 and relying on own

insight and learning with 3.9. The rest of the sub-indicators got a mean of 4 up to 4.5

Table 3 Teachers’ Level of Practice of the indicators under Makatao: Sensitive to

individual, social, and cultural differences

Number of 3
Sensitive to individual, social, and cultural differences Mean Response
answers
Show s respect to the organization by performing the
29 4.3 4
assigned tasks diligently
30 Uses courteous w ords and expressions 4.3 5

31 Greets fellow teachers / superiors religiously 4.3 4

32 Listens w hen somebody speaks or recites 4.3 3

33 Observ es and follow s school policies 4.4 3

34 Wait for one’s turn 4.2 6

35 Follow s “first come first serv ed” basis 4.3 3

36 Passes orderly 4.2 2

37 Takes good care of borrow ed things 4.3 2

38 Maintains the good condition of the school properties 4.3 1

39 View s mistakes as learning opportunities 4.2 5

40 Congratulates peers w ho receiv e aw ards/achiev ements 4.5 1

41 Accepts defeat in the spirit of goodw ill and sportsmanship 4.4 1

Upholds and respects the dignity and equality of all
42 4.4 1
including those w ith special needs
43 Volunteers to assist others in times of need 4.1 11
RecogniZes and respects people from different economic,
44 4.2 3
social and cultural backgrounds

It is worthy to note that all the sub-indicators found in Table 3 got a mean response of

4 and above. These sub-indicators are under the major indicator of Makatao which is

being sensitive to individual, social and cultural.

18
Table 4 Teachers’ Level of Practice of the indicators under Makatao:

Demonstrates the contributions towards solidarity

Demonstrates contributions towards solidarity

45 Cooperates during activ ities 4.2 5

Recognizes and accepts the contribution of others toward
46 4.2 4
a goal
47 Considers div erse v iews 4.2 3

48 Communicates respectfully 4.2 3

49 Accepts defeats and celebrates others’ success 4.3 2

50 Enables others to succeed 4.4 4

Table 4 has only 6 sub-indicators of the Makatao major indicator: Demonstrates

contribution towards solidarity. The findings show that the mean responses range

from 4.2 to 4.4 which is an indication of a high and very high level of practice of

teachers.

Table 5 Teachers’ Level of Practice of the indicators under Makakalikasan

MAKAKALIKASAN

51 Show s a caring attitude tow ard the env ironment 3.8 18

52 Practices w aste management 3.9 23

Has the initiativ e to assign/superv ise students in cleaning
53 3.9 20
the assigned areas/env ironment
54 Conserv es energy and resources 4.3 27

55 Takes care of school materials, facilities and equipment 3.9 19

56 Keeps w ork area in order during and after w ork 4.3 6

Checks the classroom, assigned areas before leav ing the
57 4.2 15
school campus
58 Keeps one’s w ork area neat and orderly all the time 4.3 7

Table 5 shows the 8 indicators of Makakalikasan core value. Though falling under

Moderate with the three indicators getting mean responses of 3.8, 3.9 and 3.9

19
respectively, it is still alarming that there are more than 20 teachers who have low

level of practice in terms of: showing a caring attitude toward the environment;

practicing waste management and has the initiative to assign / supervise students in

cleaning the assigned areas and taking care of school facilities and equipment.

Table 6 Teachers’ Level of Practice of the indicators under Makabansa:

Demonstrates pride in being a Filipino, exercises the rights and responsibilities of a

Filipino citizen.

Demonstrates pride in being a Filipino, exercises the rights and Number of 3

Mean Response
responsibilities of a Filipino Citizen answers
59 I dentifies oneself as a Filipino 4.6 1

60 Respects the flag and the national anthem 4.8 2

61 Attends the flag ceremony regularly 4.1 11

Promotes the appreciation and enhancement of Filipino
62 4.4 5
languages
63 Respects other languages 4.5 1
Enables others to dev elop interest and pride in being a
64 4.4 5
Filipino

Table 6 reflects the level of practice of teachers of the core value Makabansa

specifically those indicators relating to demonstrating pride in being a Filipino. As

revealed, teachers place high regard to patriotism and to the rights and

responsibilities of Filipino citizens. Mean responses fall between the range of 4.1 to

4.8.

20
Table 7 Teachers’ Level of Practice of the indicators under Makabansa:

Demonstrates appropriate behavior in carrying out activities in the school,

community, and country.

Demonstrates appropriate behavior in carrying out activities in the

school, community, and country
Manages time and personal resources efficiently and
65 4.1 14
effectiv ely
66 Comes to school on or before time 4.3 14

67 Comes to class and dismiss the class on time 4.3 7

68 Prepares and submits assigned reports on time 4.2 11

69 Persev eres to achiev e goals despite difficult circumstances 4.2 10

70 Conducts oneself appropriately in v arious situations 4.2 10

Table 7 shows that teachers have higher level of practice in terms of the indicators

that require them to demonstrate appropriate behavior in carrying out activities in the

school, community, and country. Mean responses range from 4.1 to 4.3. The

indicator with the lowest mean is managing time and personal resources efficiently

and effectively which is at 4.1.

Question 2 How do teachers describe their experiences in terms of their practice

of the DepEd core values?

The responses of teachers during the focused group discussion were

recorded, transcribed, analyzed and summarized. Coding was done during the

analysis of the responses and different themes arose and were captured to validate

the results of the survey questionnaire.

The teachers’ responses about their experiences in practicing the four core

values produced themes that served as one of the bases of the researcher in

developing a plan of action.

MakaDiyos

21
 Most teachers admitted that it is not very easy to practice the indicators under

the MakaDiyos core value. The common theme that emerged during the focused

group discussion was that being MakaDiyos is a value that must come from the heart

and that to be able to help learners imbibe the value, teachers must model it.

According to them it is the most difficult to live up among the four core values. They

said that one must be sincere in order to be called really as MakaDiyos. The

responses of the teachers when coded gave a theme for MakaDiyos as

MODELLING FROM THE HEART. Teachers’ responses to the question about this

value include:

Teacher 1: “Mahirap ipamuhay ang pagiging makaDiyos.”

Teacher 2: “Bilang teacher, iniinsist ko na magpray muna bago magsimula ang

klase, at dapat ang pagdarasal ay nagmumula sa puso.”

Teacher 3: “Hindi po ako nakapagsisimba tuwing Linggo, pero I make sure po na

paggising or bago matulog ay nagdarasal ako. Hindi mahalaga ang mahabang

dasal, ang itinuturo ko sa mga bata ay maging sinsero sa panalangin.”

Teacher 4: “Kung tuturuan ang mga bata na lumapit sa Diyos ay magiging mabuti

silang tao. Maaring hindi perpekto ang guro pero kung magpapakita ng magandang

halimbawa ay malaki ang maitutulong nito sa ating mga bata. Ang pagiging

makabansa at makatao ay magagawa kung ang Diyos ay nasa puso.”

Makakalikasan

Teachers agree that caring for the environment is a value that must be

instilled not only in them but more so among students. They all said that a clean

environment is something that must be aspired for as it motivates learning and

promotes comfort in the physical learning environment. Most teachers also

expressed strong comments against a dirty environment. From their responses

emerged a theme that supports their willingness to have a clean and orderly physical

22
learning environment. Strong affirmation of a clean environment and developing the

value of being Makakalikasan therefore came up as the theme during the focus

group discussion: YES TO A CLEAN ENVIRONMENT .

Teacher 1: “Nagkakataon na hindi natin masyadong napangangalagaan ang

kalikasan tulad ng pgtatapon ng basura. Minsan talagang hindi natin nami-maintain

ang kalinisan. Kagaya ng pagtatapon ng basura, medyo malayo kasi at minsan

tinatamad, may pagkakataon po talagang hindi nagagawa.”

Teacher 2: “Sa akin ung makakalikasan ay medyo nung maassign ako sa MRF ay

nadala ko ung paglilinis kahit sa bahay, kasi ay hindi ako talaga palalinis at ngayon

ay naaasiwa na ako kapag maraming kalat kaya naglilinis ako.”

Teacher 3: “Sa pagiging makakalikasan, ung pagsama sa tree-planting activities ay

dapat sumama ang mga bata. Ung laging pagpapaalala sa bata ng tamang

pagtatapon ng basura ay mahalaga.”

. Teacher 4: “Sa pagiging makakalikasan, isa sa mga sakit ko na masama ang

pakiramdam ko kapag makalat. Achievement ko sa mga bata na makita silang

marunong maglinis, para kasing naadik na ang sarili ko sa paglilinis.”

Question 3 What plan of action may be developed to instill organizational values

among teachers of Tanauan City National High School?

The findings show that among the indicators under the four core values of

DepEd, the following got the low mean responses. This means that there are more

teachers who have lower level of practice in these indicators as compared to the

other indicators.

23
MakaDiyos

Table 8 List of Indicators for MakaDiyos with Low Level of Practice

1 Engages in worthwhile spiritual activ ities 3.6 25

2 Member of any religious group organized in the school 2.9 28

3 Prepares a prayer well when assigned to lead 3.8 26

Activ ely participates in any religious or spiritual activ ities
4 3.7 60
held in school

20 Relies on own insights and learnings 3.9 23

22 Tell the mistakes of others tactfully 3.8 23

Makakalikasan

Table 9 List of Indicators for MakaKalikasan with Low Level of Practice

51 Shows a caring attitude toward the env ironment 3.8 18

52 Practices waste management 3.9 23

Has the initiativ e to assign/superv ise students in cleaning
53 3.9 20
the assigned areas/env ironment

55 Takes care of school materials, facilities and equipment 3.9 19

Findings reveal that teachers of Tanauan City National High School have low level in

terms of the above indicators under the core values of MakaDiyos and

Makakalikasan. This must immediately be addressed because teachers with low

level of practice in these indicators will affect the physical environment of the school

as well as the religious practices of teachers. As based from the responses of

teachers during the focus group discussion, the indicators under the core value of

MakaDiyos is very difficult to practice. However, the teachers also suggested some

interventions that may help the school in instilling this value among the teachers,

especially the novice teachers.

In terms of Makakalikasan, the specific indicators that many teachers have moderate

24
or low level of practice are very objective, meaning the activities and strategies that

need to be introduced are directly in line with the indicators.

PLAN OF ACTION

MakaDiyos

Indicators Objective Activities/Strategies Period Persons

Involved
Engages in To increase - Putting up of a June to EsP Dept.
worthwhile level of spiritual Campus Center for July
spiritual awareness Spiritual 2018
activities among teachers Development and
organizing its
committee
- Conducting annual Head
retreat for teachers October Teachers
- Monthly sharing 2018
and face to face with and
spiritual leaders of
the school Master
- Putting up Bulletin Teachers
Board for the center June to
July
2018
Member of any To organize - Forming religious July Head
organized religious clubs clubs for different 2018 Teachers
religious group for teachers denominations
in the school - Encouraging all EsP
teachers to become June to Teachers
members of the July
religious clubs 2018
Prepares a To increase the Prepare a schedule June EsP
prayer well number of of teachers who will 2018 Department
when assigned teachers who lead prayers in all
to lead can lead prayers school
and other events/programs
religious June to
activities in the Prepare a template July
school for opening and 2018
closing prayers

Assign a prayer
coach
Actively To increase Quarterly religious July EsP Dept
participates in participation activities of every 2018 and HTs
any level of teachers denomination
religious/spiritual in October
activities held in religious/spiritual Issuing certificates of 2018

25
school activities in participation
school April
2018

Relies on own To improve the Seminar on October GAD

insights and level of restrengthening 2018 Coordinator
leanings professionalism organizational values
Tells the in terms of
mistakes of relationship,
others tactfully transparency
and tactfulness.

Makakalikasan

Persons
Indicators Objective Activities/Strategies Period Involved
Show a caring
attitude toward the Improve one’s Launching of 7S June Science
environment attitude to the Reviving the WOW 2018 Dept, YES-
Practices waste school Project Onwards O, SH,
management environment class
advisers,
students
Has the initiative Maintain Organizing June Science
to groups of environmental police 2018 Dept, YES-
assign/supervise students per section and per onwards O, SH,
students in assigned to grade level class
cleaning the take care advisers,
assigned assigned Adopt-a-place to students
areas/environment areas in the clean per section
school
Takes care of Implement an Organizing school June Property
school materials, effective and inventory team 2018 custodian,
facilities and efficient onwards SH,
equipment system of Proper and inventory
inventory systematic inventory team

26
 Chapter V

Summary, Conclusion and Recommendation

This chapter presents the summary of findings, conclusion and

recommendations derived from the study.

Summary of Findings:

This study yields the following findings:

1. Among the fourteen indicators under the MakaDiyos core value, teachers

have lower level of practice in the first four indicators with scores of 2.9, 3.6,

3.7 and 3.8 respectively. The practices of teachers in all the other indicators

fall under Moderate, High and Very High. Under Makatao and Makabansa,

the average practices of teachers are either High or Very High in all the

indicators. There are also four indicators under Makakalikasan where

teachers’ practices are quite low. These include taking care of one’s areas of

responsibilities in the school environment, assigning learners to respective

areas of responsibilities, taking charge of the equipment and school facilities

and waste management.

2. The teachers’ responses about their experiences in practicing the four core

values produced themes that served as one of the bases of the researcher in

developing a plan of action. The themes that emerged from the focus group

discussion are: Modelling from the Heart – to show teachers’

acknowledgment and recognition of the values under the MakaDiyos core

values and Yes to a clean environment – signifies the intention to commit

oneself to the protection and taking of care of school’s facilities and

environment.

3. The developed plan of action focused only on the indicators where the

practices of teachers are relatively low with provision for sustaining those

indicators with higher level of practices.

27
Conclusions:

In the light of the findings, the following conclusions were drawn:

1. The teachers’ level of practice in terms of the different indicators of the four

core values of DepEd also reflect their personal views of how teachers should

conduct themselves in school and as members of the organization. They give

top priorities to the indicators especially under the MakaDiyos but find it very

difficult to live up with some of the indicators.

2. MakaDiyos values must be inculcated first among teachers because as

teachers agree, the rest of the values will be practiced well if MakaDiyos

indicators are reflected well.

3. Even teachers, as human beings have own weaknesses in living up with the

organizational values of DepEd, but if schools and other DepEd organizations

will develop interventions and activities that will inculcate the different

organizational values to its members, then the practice of these values will be

improved.

Recommendations:

1. A monitoring and evaluation tool must be developed to measure the

effectiveness of the strategies/activities developed in the study.

2. The action plan that evolved from this study must immediately be

implemented to determine its effectiveness and to address the problems in

terms of the practice of the different organizational values.

3. Other schools and organizations are encouraged to implement the action plan

but come up with unique strategies applicable in the local context.

4. A session on organizational values must be made a part of the Teacher

Induction Program for newly hired teachers.

5. Colleges and universities must give recognition to the preparation of teachers

in the pre-service curriculum specifically in terms of organizational values.

28
 References

Amortegui, Jessica (2014), Five Reasons You Need to Instill Values, University of

Pennsylvania. Retrieved from: researchgate.net

Douglas, Eric (2014), Why Core Values Matter and How to Instill Them? Retrieved
from: www.linkedin.com

Gorenak, Mitja, Kosir, Suzana (2012), The Importance of Organizational Values for

Organizations, Retrieved from: https://7geese.com

McFarland, Scott (2013), Why Should Companies and Employees Have Shared

Values? Retrieved from: http://www.huffingtonpost.com.

McGuire, John B. Palus, Charles J., Pasmore, William, Rhodes, Gary B. (2015),

Transforming Your Organization, Center for Creative Leadership,

Retrieved from: www.ccl.org/wp-content/uploads/2015/04/TYO.pdf

Osberg, Deborah, Biesta Gert (2007), Complexity Theory and the Politics of
Education, Sense Publishers, The Netherlands.

Singh, Kavita (2012), Developing Ethics at the Workplace Through Transformational

Leadership. Retrieved from: researchgate.net

Toremen, Fatih, Karakus, Mehmet, Savas, Ahmet (2010), The Effects of

Empowerment Teachers’ Organizational Commitment, Energy Education
Science and Technology, Volume 3, Issue 4, Turkey. Retrieved from:
researchgate.net

Zaidi, Maheen (2013), How to Instill Behavior that Supports Your Corporate
Strategies, The Drake Business Review, Vol.5 No. 1. Retrieved from:
www.drakepulse.com

http://refrenceforbusiness. Com

DepEd Order 8, s.2015

Code of Ethics for Professional Teachers

Australian Teachers’ Code of Professional Practice.

http://academia.edu

29