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CHAPTER II

REVIEW OF RELATED LITERATURE

The following literature and studies as reviewed guided the conduct

of the study. Literature to be reviewed includes a brief overview of the

study of values and value clarification in preparation for a more extensive

discussion of the research relating to work values. Included also is a

discussion of the teacher’s role as a value builder and role model.

An Introduction to Values

It has become fashionable in recent years to speak of the school’s

“hidden curriculum” -- school experiences that result in unintended,

unplanned, even unsuspected and undesired student learning. The

“hidden” curriculum typically contrasted with the “formal” curriculum --the

experiences purposely planned to accomplish the intended, although often

not explicitly stated, goals and objectives of the various curriculum areas.

The hidden curriculum includes the unintended implications of content and

of teaching behavior, as well as the many non instructional encounters that

students have with teachers and other school personnel. Much of the

hidden curriculum has to do with values, even in subjects that are

frequently considered “value free” -- such as science and mathematics.

Before proceeding further an operational definition of values is

needed. Several authors have given their own definition to the concept of
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values.

Values are our standards and principles for judging work. They are

the criteria by which we judge ‘things’ (people, objects, ideas, actions and

situations) to be good, worthwhile, desirable; or on the other hand, bad,

worthless despicable; or of course, somewhere in between these

extremes. We unconciously, as part of the influence of our frames of

reference, without our being aware of the standards implied by our

decisions. (Oliver & Shaver).

Values held by people encompass many parts of their lives. Values

can be determined and examined in such areas as: values held toward

family and friends, moral values, religious or spiritual values, social values,

and educational values.

Today, educators of the department of Education are called upon to

eradicate the social ills that have plagued the country for the past several

decades such as graft and corruption, patronage politics, apathy, passivity,

mendicancy, factionalism, and lack of patriotism.

Article XIV, Section 3 (2) of the Philippine Constitution states that;

All educational institutions shall inculcate patriotism and nationalism,

foster love of humanity, respect of human rights, appreciation of the role of
national heroes in the historical development of the country, teach the right
and duties of citizenship, strengthen ethical and spiritual values, develop
moral character and personal discipline, encourage critical and creative
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thinking, broaden scientific and technological knowledge and promote

vocational efficiency.

Likewise, the Civil Service Commission Which is tasked with

promoting integrity and professionalism in the government issued

Memorandum Circular No. 2, s. 1991.

Section 12 of this Memorandum Circular states that the Civil Service

Commission is “tasked with the administration and enforcement of this

Act,” Through the implementing guidelines of RA 6713 which provides that

is the responsibility of “every department, office and agency to ensure that

officials and employees attend value programs and participate in parallel

value development efforts.”

Thus, the Civil Service Commission, in cooperation with the

Development Academy of the Philippines, jointly conducted the Values

Integration for Government Renewal (VIGOR) program to answer the need

for a concerted effort towards the training of values development

facilitators who will conduct especially designed values development

workshops for their co-workers in the Department.

Characteristics of Human Values

The noted psychologist, Rogers, has written extensively on the

importance of and problems relating to values. He sees the world culture

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changing drastically, and the effect of values and relationships between

people as in a great pattern of change. No longer are the values of the

past held as sacred. Not only the youth of today rebelling against parental

guidance in some areas of their lives, but the patterns of behavior and

attitudes of general population seem to be ina taste of re-evaluation and

collapse in others.

Men question whether there are, or can be any universal

values.It is often felt that we may have lost, in our modern
world, all possibility of any general or cross cultural basis
for values. One natural result of this uncertainty and
Confusion is that there is an increasing concern about,
interest in, and a searching for, a sound of meaningful
value approach which can hold its own in today’s world.
(Rogers).

Work Values of Other Groups

The values toward work have been documented by several

researchers in the field and it has been used to describe and draw

comparisons between a variety of groups.

Work values have not only been used as a descriptive instrument

but also as a predictive device.

Teachers and Work Values

With the advent of career education and career awareness

programs in the schools, from the elementary school level to post-

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secondary institutions, the world of work and the preparation of students

for these positions have received widespread attention.

“Some teachers fail to realize the extent to which their own

dispositions affect the class “Ventura (1998) emphasized. A teacher who

lacks sunshine in his social life and a genuine human kindness will

eventually take its tool on the pupils poor performance. Pupils’ inability to

tackle word problems in mathematics, miscommunications in English may

likely be due to the teacher who is too strict on who lacks pep and

enthusiasm. Likewise, the irritable, depressed, hostile and neurotic teacher

can create tensions which are disturbing to pupils and may in some

instances alter this outlook in life to create happiness on those around him.

On the other hand, a teacher who can relate cheerfulness, love and

enthusiasm can perk up an otherwise unlively class.

Asuncion (2003), states that professional characteristics are the

teacher’s conscious and unconscious perceptions and feelings about

themselves with regard to their worth as teachers. Professional

characteristics include the communication skills, command of subject

matter and classroom management. When a teacher is understood clearly

by his students, the teacher has good communication skills. Students will

be motivated to listen when the teacher speaks well and shows confidence
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in conveying his point of view and ideas. Preparing the instructional

materials to be used in teaching is also a vital factor that would stimulate

authentic learning among students. Once instructional materials are well

prepared, students may grasp easily the objectives and insights of the

day’s lesson.

Related Literature

According to Fajardo (1991) who conducted study on perceived

work values of the public elementary school teachers in School District VII,

Division of Quezon City, Metro Manila teachers show commonality of

values with other professions in their choice of surrounding as first its

importance in their work life. This may because teachers quite realize that

teaching is more service-oriented. Economic returns do not satisfy

teacher’s economic needs, teachers continue to stay in teaching. It is

possible that while teaching does not fully satisfy their economic and

material needs, it compensates for this by providing work that serves

altruistic purposes. Also as long as teachers are able to express their

aesthetic abilities, teaching will be attractive to them.

Likewise, associates and supervisory relations were considered

important. The importance attached by Filipinos on persons or the

satisfaction of their characteristics, persons-oriented nature may explain

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this finding. Likewise, they prefer value supervisors who are reasonable ,

who make allowances for their limitations and problems of persons under

their care. It may be that the presence of such kind of supervision may aid

them in performing their tasks well.

Likewise, intellectual stimulation desire for self-management and

desire for way of life of one’s choice may not have encouraged by our

social milieu that does not put a high premium on freedom of choice and

enterprising behavior. Hence, it may be suggested that these values were

shaped by our culture.

Findings of the study point to the enrichment of the work values of

the public elementary school teachers. Economic return does not satisfy

teachers’ economic needs, teachers continue to stay in teaching.

The study of Pilar (2009) on work values of teachers of catholic

school concluded that: 1) The work values of the faculty as to intrinsic and

extrinsic work values is seen by the faculty themselves and the students as

very important. 2) That the relationship of teachers between personality

traits and work values has a significant relationship, 3) and the degree of

importance of work values as perceived by the faculty and the students

has a significant difference.

Pilar (2009) recommended that the faculty must update and improve
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their profile especially on their involvement to the different educational

organizations, educational qualification and must undergo regular training

and attend seminars. By means of this improvement, the faculty will

improve a lot in their academe. A person’s values can change with the

times because he has to adapt to the changes in his environment.

The school administration should design a program where it

incorporates physical facilities and exercise since it is found out in the

study that adequate exercise seems to have low rating.

The study of Matunan (1998) on the work values and job alienation

of public elementary school teachers, concluded that: 1)The teacher-

respondents adhere to favorable work values that may aid toward the

signification of the teaching profession. 2) The teachers are faced with

situations in their work that contribute to job alienation which ranged from

“a little extent” to “extent”; 3)Majority of the teacher-respondents do not

manifest job alienation, however, some teachers were identified to be

slightly alienated, alienated, and highly alienated. 4) Teachers’ job

alienation does not vary as to age, gender, civil status, and the number of

years in teaching. 5) Significant variance in job alienation was noted as to

educational attainment.

Strategies employed by principals and school heads toward

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cohesiveness and team building among their attainment.

Target dimensions toward favorable school and organizational

climate among principals and school heads.

Magpali (2000) conducted a study to determine the level of work

values of the Elementary Grade Teachers of San Juan District, San Juan,

Ilocos Sur. She arrived at the following findings: the teachers perceived

work values as “important” in terms of intrinsic and extrinsic dimensions.

Intrinsic work values are significantly influenced by each of the exponents

of personality traits, namely: physical, intellectual, social, and emotional

traits but are inversely related to personal factors like teaching position,

educational attainment, salary, and teaching experience. Both intrinsic

work values did not significantly influence the respondents teaching

performance. Therefore, she recommended that there should be seminar

on value formation/development to intensify teachers’ work values.

Ricotoso (2004) revealed that the teacher respondents have a “very

high” intrinsic work values and intrinsic work values, Also, the teachers’

level of work values is not affected by their professional characteristics.

The teachers regardless of their position whether they are probationary or

permanent, master’s degree holder or not, new or tenured, or receiving

high or low salary still consider intrinsic as well as extrinsic work values
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important in the organization. Furthermore, she recommended that the

school should give equal privilege and fringe benefits to the teachers to

boast their morale.

The personality traits of teachers moderately contributed to their

personality, the teachers encountered moderately serious problem; there

was moderate need to improve the personality of teachers, and physical

characteristics play to a moderate extent on the impression they make on

others.

In the study revealed by Soriano (2000), states that, “the teachers of

the public elementary schools exercised firm decision at all times,

affectionate, with great initiative, a confidence and personal friend to pupils

and participated in community functions/activities. The variables of sex,

civil status and length of service did not affect the teacher’s attitudes and

values towards the teaching professions. Teachers have a positive attitude

towards the teaching profession and exercised pleasant disposition

towards the school children.

Gamboa (2000) revealed on her study that the personal values of

teachers in decisiveness and orderliness were found out to be significantly

related to the teachers’ performance efficiency. Therefore teachers should

place more premiums on orderliness as their number one personal values.

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This implies that teachers no matter what are considered as most orderly

person. However, their personal values of practical mindedness, though

beneficial to them as teachers need to be redirected towards more

productive teaching performance efficiency of their financial or material

needs as human beings can be reminded.

The present study consists of the assessment of personal factors of

work values that include faculty: age, gender, civil status, educational

attainment, length of teaching experience, membership in organization and

religious affiliation. Students: age, gender, and year level; assessment on

personality traits, physical, intellectual, social and emotional. Work values

on intrinsic: achievement, competence, chance for development and

experience, recognition, relationship with pupils, pupils in the

work,extrinsic: economic security, involvement in decision making,

professional relationship, civic involvement, power and authority, chances

for promotion which are to determine the level of work values of the Ilocos

Sur National High School faculty. Hence, it has not duplicated any of the

studies presented.