Bsba 18 WFH

IMPACT OF WORK FROM HOME TOWARDS THE PERFORMANCE OF
PUBLIC JUNIOR HIGH SCHOOL TEACHERS IN CALATAGAN,
BATANGAS DURING COVID-19 PANDEMIC
by
Chenet Ann D. Doctolero
Cherwayne May R. Delos Santos
Eugenio O. Magtibay
College of Accountancy, Business, Economics,
and International Hospitality Management
BATANGAS STATE UNIVERSITY ARASOF - NASUGBU
Nasugbu, Batangas
2022
i
A thesis
presented to
the faculty committee of the College of Accountancy, Business, Economics, and
International Hospitality Management
Batangas State University ARASOF - Nasugbu
In partial fulfillment
of the requirements for the Degree
Bachelor of Science in Business Administration
Major in Human Resource Management
by
Eugenio O. Magtibay
2022
ii
Copyright by:
Eugenio O. Magtibay
2022
iii
ACKNOWLEDGEMENT
This study would not have been possible without the guidance and assistance of
individuals who contributed and extended their help in the completion and preparation of
this study. Thus, the researchers would like to extend their heartfelt gratitude and deepest
and most profound appreciation to the following individuals who generously contributed
to the realization of this study.
First and foremost, praise and thanks to God, the Almighty, for the strength that
keep us standing and for the hope that keep us believing that this study would be possible
and His showers of blessings throughout the study.
To Batangas State University ARASOF-Nasugbu for providing education to the
researchers.
To Asst. Prof. Marithel J. Tiangco, Associate Dean of CABEIHM, for the
privilege to conduct this study and for the assistance extended to the researchers.
To Assoc. Prof. Joseph D. Balangay, Thesis adviser, whose expertise, advice, and
efforts are very much appreciated.
To the panel members for their comments, suggestions, and constructive
criticisms for the improvement of the research study.
iv
To all the public junior high school teachers in Calatagan, Batangas, who offered
their time and effort in answering the questionnaire for the accomplishment of the study.
And lastly, to our family for the endless moral and financial support to finish this
study.
C.A.D.D.
C.M.R.D.
E.O.M
v
DEDICATION
We would like to extend our heartfelt gratitude and deepest and most profound
appreciation to the following individuals who generously contributed to the realization of
this study.
First and foremost, praise and thanks to God, the Almighty, to our families and
friends, to our professors and to Batangas State University ARASOF-Nasugbu.
C.A.D.D.
C.M.R.D.
E.O.M
vi
CERTIFICATE OF COMMITTEE APPROVAL
In partial fulfilment for the degree of Bachelor of Science in Business

Administration Major in Human Resource Management, this thesis entitled “Impact of
Work from Home towards the Performance of Public Junior High School in
Calatagan, Batangas during Covid-19 Pandemic” prepared and submitted by
CHENET ANN D. DOCTOLERO, CHERWAYNE MAY R. DELOS SANTOS, and
EUGENIO O. MAGTIBAY is recommended for oral examination.
JOSEPH D. BALANGAY
Thesis Adviser
Approved by the Examining Committee with the grade of _____
ALLAN NOEL G. TIANGCO, MBA

Program Chair, BSBA
(Committee Chair)
CHERRY U. BANTA, MPA SHERILYN D. MACARAIG, MBA

Assistant Professor Instructor I
(Committee Member) (Committee Member)
Date of Oral Examination:

May 27, 2021
Accepted in partial fulfilment of the requirements for the degree of:

Bachelor of Science in Business Administration Major in
Human Resource Management
MARITHEL J. TIANGCO, MBA

College Dean
Batangas State University
ARASOF – Nasugbu
vii
Chenet Ann D. Doctolero, Cherwayne May R. Delos Santos, Eugenio O. Magtibay

College of Accountancy, Business Economics and
International Hospitality Management
Batangas State University – ARASOF
Nasugbu, Batangas, Philippines
Abstract
This study assessed the impact of work from home towards the performance of
public junior high school teachers in Calatagan Batangas during Covid 19 pandemic.
Furthermore, this aimed to determine the demographic profile of the respondents in terms
of their age, sex, civil status, position, and the number of years in service. The impact of
work from home to public junior high school during covid- 19 pandemic. The
performance of public junior high school teachers during work from home set up in their
Individual Performance Commitment and Review Form (IPCRF) rating S.Y 2020-2021
in terms of Functional competencies, and Core behavioral competencies. The significant
relationship between the impact of work from home to performance of public junior high
school teachers in Calatagan Batangas. And the significant difference between the impact
of work from home to performance of public junior high school teachers in Calatagan
viii
Batangas
when grouped according to profile. The results showed that there is no significant
relationship between the impacts of work from home on master teachers' performance.
On the other hand, show that there is a significant relationship between the influence of
work from teachers I to III's performance. Master teachers and teachers I to III must be
aware of the effects of work from home on their teaching performance. As a result, there
is an urgent need to disseminate the new monitoring approach for evaluating instructors'
performance as expressed in the Individual Performance Commitment and Review Form
(IPCRF). Keywords: performance, competencies covid-19 pandemic, public junior high
school.
ix
Keywords: performance, competencies covid-19 pandemic, public junior high school.
TABLE OF CONTENTS
Page
TITLE PAGE 1 ……………………………………………………………….……...… i
TITLE PAGE 2 ……………………………………………………………………...… ii
COPYRIGHT PAGE …………………………………………………………………. iii
DEDICATION ……………………………………………………………………...…. iv
ACKNOWLEDGEMENTS …………………………………………………………... vi
APPROVAL SHEET ………………………………………………………………..... vii
ABSTRACT ………………………………………………………………………...... viii
TABLE OF CONTENTS ……………………………………………………………... x
LIST OF TABLES …………………………………………………………………… xiii
LIST OF FIGURES ………………………………………………………...……...… xiv
CHAPTER 1. THE PROBLEM

Introduction…………………………………………………………….…….…….…… 1
Background of the Study……………………………………………….………………. 7
Settings of the Study ……………………………………………………….………….. 10
Statement of the problem……………………………………………...……….….….... 11
Theoretical framework……………………………………………………….....……… 14
Conceptual framework……………………………………………………….………….15
Hypothesis……………..……………………………………...……...……….…….….. 16
Significance of the Study..………………………………...…………………….……... 17
Scope and Limitation …………………………………………………...…….......…… 19
x
Definition of Terms ………….………………………………….……………………... 20
CHAPTER II. REVIEW OF RELATED LITERATURE

Conceptual literature …………………………………..…………………………… 27
Research literature ………………………………………..……………...………… 47
Synthesis ………………………………………………………..………………….. 53
CHAPTER III. RESEARCH METHOD

Research design ……………………………………….…………………………… 55
Sampling procedure …………………………………….………………………….. 57
Participants of the study ……………………………....…………………………… 57
Research instrumentation …………………………….……………………………. 58
Data gathering procedure ……………………………….….………...……………..60
Statistical treatment of data ……………………………….……………………….. 61
CHAPTER 4. PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA
Profile of the respondents…………………………………………….……………. 66
Impact of work from home to public junior high school teachers during
Covid-19 pandemic…………………………………………………….....……..…. 72
Performance of public junior high school teachers during work from home
set-up………………………………………..…..…………….……….……….…...75
xi
Relationship between the impact of work from home to teachers’
performance………………………………………………………….……..……….94
Difference on the impact of work from home to teachers’ performance in
Calatagan, Batangas when grouped according to profile variables…………..……..96
CHAPTER 5. SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
Summary of Findings …………………………………………………..….….……99
Conclusions ……………………………………………………………….……….103
Recommendations ………..………………………….……………..……………...104
REFERENCES
APPENDICES
CURRICULUM VITAE
xii
LIST OF TABLES
PAGES
Table 3.1 Distribution of Participants of the Study………………………………… 41
Table 3.2 Likert Scale Measuring the Level of Satisfaction…………………….... 46
Table 3.3 Likert Scale Level of Agreement ……………………………………… 46
Table 4.1 Profile of the Respondents in Terms of Age…………………………….. 67
Table 4.2 Profile of the Respondents in Terms of Sex……………………….……… 68
Table 4.3 Profile of the Respondents in Terms of Civil Status……………………… 69
Table 4.4 Profile of the Respondents in Terms of Teaching Position……………….. 70
Table 4.5 Profile of the Respondents in Terms of Number of Years in Service……... 71
Table 4.6 Impact of Work from Home to Public Junior High School Teachers…….. 72
Table 4.7 Performance of Public Junior High School Teachers in Terms of Functional
Competency (Content Knowledge and Pedagogy)…………………………………... 75
Table 4.8 Performance of Public Junior High School Teachers during in Terms of
Functional Competency (Learning Environment and Diversity of Learners) ………. 77
Competency (Curriculum and Planning) ……………………………………………. 79
Table 4.10 Performance of Public Junior High School Teachers during in Terms of
Functional Competency (Community Linkages and Professional Engagement)……..81
Competency (Assessment and Reporting)…………………………………….……... 83
xiii
Table 4.12 Performance of Public Junior High School Teachers in Terms of Core
Behavioral Competency (Self-Management)…………………………………….…...84
Behavioral Competency (Professionalism and Ethics) ………………………….…... 86
Behavioral Competency (Result Focus)………………………………………..……. 88
Behavioral Competency (Teamwork) …………………………………………….. 90
Behavioral Competency (Service Orientation)…………………………….……… 92
Behavioral Competency (Innovation)…………………………………..…………. 93
Table 4.18 Relationship between the Impact of Work from Home to Teachers’
Performance……………………………………………………………..………… 97
Table 4.19 Difference on the Impact of Work From Home to Teachers’ Performance
When Grouped According to Profile Variables………………………...…………. 97
xiv
LIST OF FIGURES
PAGES
Figure 2.1 Research Paradigm of the Study ………………………………….……….. 15
xv
Chapter 1
THE PROBLEM
This chapter presents the introduction, background of the study, setting of the
study, statement of the problem, theoretical framework, conceptual framework,
hypotheses, significance of the study, scope and limitation of the study and definition of
terms.
Introduction
Nowadays, the COVID-19 pandemic is one of the current worldwide public
health emergencies. The spread of COVID-19 was said to originate from China and has
spread throughout the world. This disease was caused by a novel coronavirus known as
2019-nCoV ad has drawn global attention because of the rising number variants and
infected people. It is the aim of every health organization to reduce the people affected by
the virus and to flatten the infection curve.
The battle against the COVID-19 pandemic has a great human impact. People
suffered intense effects in financial, emotional, physical, intellectual, social, and spiritual
wellbeing aspects of human life. It even resulted in extensive travel restrictions (Chinazzi
et al., 2020), global decline in economy (Fernandes, 2020), political conflicts (Barrios &
Hochberg, 2020), discrimination (Habibi et al., 2020), misinformation, and disputes
1
(Enitan et al., 2020) and most of all the shutting down of schools (Viner et al., 2020)
which caused worldwide temporary closure of schools.
The COVID-19 has greatly affected the Philippines as well. This has caused
massive effect in the employment sector that was significantly affected by the crisis
(Bautista et al., 2020), and challenges in the field of education (Moralista & Oducado,
2020). In fact, the teachers were also severely affected by the global closure of school,
which led to social isolation implemented globally (Talidong & Toquero, 2020).
However, teachers are transitioning through an uncertain period in terms of their
professional and personal lives (Allen et al., 2020). This includes the abrupt
implementation of online and flexible learning methods to make sure that the students
continue learning, which resulted to increase of tasks in the proficient use of online tools
and migrating all educational processes online. The effect of this transition to schools and
universities has challenged the teachers and administrators. In fact, many schools are
having difficulties in the transition from face-to-face to online.
Moreover, teachers face a lot of stress because of the threat of COVID-19 to them
as workers and their families. Still, they are required to accept the transition to the new
normal in educationl (Guillasper et al., 2020; Moralista & Oducado, 2020). The teachers
are convinced that they need to take part and adapt to changes that may lead to the
success of the new trends that they use in the teaching and learning process. In fact,
teachers have doubts and worries on going back to school after this pandemic. Perhaps
2
more concerning are predictions of significant student learning loss, as well as the
possibility that disparities in home access to technology and learning supports are
exacerbating long-standing achievement gaps along racial and socioeconomic lines.
However, many people have embraced this transformation and understand that
things will continue to change even after the Covid-19 pandemic ends and work-from-
home arrangement is one of them. Work from home is a concept that allows employees to
work from their homes. Employees who work from home have more flexibility in their
working hours and can complete their jobs more rapidly. Working from home is also
advantageous in terms of allowing people to maintain a work-life balance while also
supporting organizations in accomplishing tasks efficiently and effectively.
On June 22, 2020, the Department of Education (DepEd) released DepEd Order
No.011, s.2020 or Revised Guidelines on Alternative Work Arrangements signed by
Undersecretaries Jesus Mateo and Revsee Escobedo. This memorandum strongly
discouraged teaching and non-teaching staff from physically reporting to schools during
the COVID-19 pandemic except in low-risk areas. Although the department aims to
maintain basic education programs, it also states that they remain committed to ensuring
the health and safety of their personnel. For this reason, many teachers all over the
country experience discomfort in performing their jobs as an educator, which also affects
their performance.
3
In addition, DepEd stated in the memorandum that the Work from Home
Arrangement is still highly recommended for both teaching and non-teaching staff. This
arrangement is applicable for employees that can be performed using alternative
strategies and remote modalities. Also, DepEd offered a list of alternative work
arrangements (AWA) options and advice to colleges, departments, community learning
centers, and staff on the work arrangement that is most imperative and proved safer to the
employees. Maximum organizational capability can be achieved even without the
presence of the entire staff at the workplace/onsite.
During the outbreak of the Covid-19 Pandemic, the performance of employees in
various organizations were slightly disrupted. The Covid-19 pandemic has changed many
things and has caused drastic changes and has led us to the New Normal. It is also during
this time that the performance of educators and delivery of quality learning to the
students were questioned. The performance of a teacher or educators refers to the level of
accomplishment achieved based on the goals, vision, and purpose of the school.
However, the performance also pertains to the level of work performance or the teacher’s
ability to successfully complete one’s tasks. To address this concern in education, the
Department of Education (DepEd) provided the members with opportunities linking their
achievements and contribute to the achievement of their educational mission and vision.
Hence, DepEd implements a Results-Based Performance Management System (RPMS)
(DO 2, S. 2015). Individual Performance Commitment and Review Form (IPCRFs),
4
which is a shared undertaking between the superior and the employees that allows an
open discussion of various educational concerns. The Department of Education (DepEd)
may use the data as bases for making of educational policies and planning for basic
education schools. Through this, work performance, job satisfaction, and professional
growth of teachers and administrators are considered and used towards improvement of
education.
Teachers are the foundation of every educational endeavor. The outcome of
educational programs is largely identified by how well they are carried out. Their success
is inextricably related to the educational process and outcome. As a result, teacher
success is critical for educational progress. Teachers who have a role in the learning
process are not only educators but also instructors and trainers.
In line with this, the main objective of this study is to determine the impact of
work from home towards the performance of public junior high school teachers in
Calatagan, Batangas during Covid-19 Pandemic. It will also highlight how work from
home affects performance either positively or negatively. Furthermore, pursuing this
study would be beneficial to public school teachers who are currently working at home
during this pandemic because they are highly affected. Upon finishing, the study could
give relevant data on the importance of work from home and how it can contribute to the
performance of the public junior high school teachers. The information gathered may also
5
be used as basis in developing actions to improve work from home arrangement to
increase performance.
Background of the Study
Work from home is currently recognized as an effective alternative for reducing
the risk of COVID-19 infection. The Work from Home definition, also known as
telecommuting or telework, was first introduced in 1973. Over the last four decades,
Work from Home has been referred to by a variety of names including remote job,
flexible workplace, and e–working. These terms refer to employees' ability to work in
flexible workplaces, especially at home, by using technology to complete work tasks. It is
an alternate job arrangement wherein workers conduct tasks and job at home using social
media to communicate with others within and outside the company at home.
The spread of the COVID-19 pandemic has created a huge impact in education. It
has resulted in an unexpected global education crisis. The effect of worldwide closures of
schools affected millions of students. Thus, to lessen the effect of the pandemic in
education, emergency remote teaching has been implemented as a temporary solution.
As the educational sector is one of the most affected. The role of the teacher
becomes increasingly crucial in improving that student remain engaged and motivated.
The lack of face-to-face interactions, the difficulty of communicating on digital devices,
and the need to self-organize can all contribute to the learners' ability to retain new
6
knowledge and keep track of their progress. As a result, teachers continue to work
overtime only to comply with all these undertakings.
Before the New Normal, the education of students is the responsibility of
teachers. It is their responsibility to prepare lesson plans as well as conduct and attend
face-to-face lectures and activities. They also help in inquiries and collaborative learning
of students to fully understand lessons, where teachers can assist, respond, and contribute
to discussions. They can also answer queries and call the attention of the students when
needed. With physical presence, activities are more interesting, and school becomes a
place where students like to go everyday as they have friends, peers and enjoys the
activities. In the current online set-up, there were instances that students sleep or chat
with their seatmates inside the classroom. It shows that in the New Normal, teacher-led
education has shifted to a student-led and technology became necessary tool for learning
(Casal, 2020). As a result, the creation of learning modules became a popularly used
medium in the public schools. Unfortunately, teachers suffered financially as they need to
reproduce the modules (Mercado, 2020). They are also obligated to distribute these
learning modules that their students, near or far (Casilao, 2020). It has now become an
alarming task of teachers to deliver the modules to their students (Aglibot et al., 2020).
According to Panda et al., (2003), education claims a teacher as a significant
factor. They are the asset of a country and by through experience and education, they
develop characteristics based on the style of their performance. These are then considered
7
the skills of a teacher. It was also mentioned that aptitude, attitude, subject mastery,
teaching methodology, personal characteristics, the classroom environment, general
mental ability, personality, and relations with students affect a teacher’s performance.
These bases can be used in developing more quality teachers.
In the study of Schermerhorn, Hunt, and Osborn (1983), performance is the
output produced in a period of time. A target or criteria is also used in evaluating the
performance of a worker. The quality and quantity of a tasks given to individuals or
groups in schools displays personal knowledge. Moreover, it is also known as job
performance, actual or level of performance that is needed in the success of an employee
in completing one’s job.
As studied by Ainsworth, Smith and Millership (2008), there are factors that
contribute to the decline in teacher performance. These include performance plans goals
that lead to unsatisfactory and unclear performance, and even targets. However, Terence
(2018) presents five aspects of indicators in the performance namely: quality of work;
promptness; initiative; capability; and communication. These aspects affect teacher’s
performance.
Madell (2019), further stated that work-from-home also has disadvantages. These
are lack of supervision, miscommunication, inability to balance work and personal time,
workplace is boring. With these disadvantages, performance may be greatly affected.
This is despite the fact that employee performance has a crucial role in the success of an
8
organization and there has to be an assurance of employee satisfaction for them to
perform well (Khan et al., 2016). With the work-from-home set-up, it always leads to the
use of electronic communication. It is accessible nowadays (Marshall et al., 2007; Zhang,
2016) but also has its weaknesses when compared to face-to-face communication. The
level of its information richness is considered to be one of its main weaknesses (Nisar,
Prabhakar & Strakova, 2019). Moreover, the feeling of isolation among employees
caused by less interaction and employees do not get recognition and support that leads to
employee dissatisfaction in terms of their social needs. (Marshall et al., 2007). Also,
employees living in remote areas have difficulties in communication due to poor internet
connection. Moreover, as studied by Rivai and Sagala (2015) stated that performance is a
real behavior displayed by everyone in the organization.
In addition, when a worker feels that their work is not appreciated or not
givenrecognition is another negative effect of the work-from-home set up (Zhang, 2016).
Work ethics and recognition of achievements is conducted electronically. This happens
when employees when submitting their work, but the manager does not appreciate the
process where employees may work overtime. Work-life balance is another effect as
employees bear it impossible to separate work from family time, as all family members
are at home. Thus, Zhang (2016) opposes that an employee can be exposed to many
engagements caused by the family and prevents them from completely focusing on their
work. Similarly, family problems can also influence their works output and mood at
9
work. Therefore, it is difficult to distinguish physical distinction between work and
personal time making working from home a tedious experience for employees. This can
lead to decreased job satisfaction, lower employee performance (Khan et al., 2016).
As a result, the researchers decided to pursue this study. This study shall
determine how working from home affects the performance of public junior high school
teachers in Calatagan, Batangas during the Covid-19 pandemic.
Setting of the Study
This study will be conducted in two public junior high schools which are
Lucsuhin National High School and Calatagan National High School in the Calatagan,
Batangas.
Calatagan (Filipino: Bayan ng Calatagan) is a municipality in the Philippines'
CALABARZON (Region IV-A), located in the province of Batangas. At the time of the
2020 census, the population was 63,563. According to the Philippine Statistics Authority,
the municipality covers 112.00 square kilometers (43.24 square miles), or 3.59 percent of
the total area of 3,199.75 square kilometers (1,024.54 square miles).
Lucsuhin National High School (LNHS) is one of the largest junior high schools
in the province of Batangas, IV-A – CALABARZON, situated in Brgy. Lucsuhin,
Calatagan, Batangas. It was established on January 1, 1967.

10
Calatagan National High School (CNHS) is a newly established junior high
school. It was founded last 2006 and based on our research it was a project of former
Batangas Governor honorable Vilma Santos-Recto.
The researchers choose Calatagan, Batangas as their setting of the study because
the schools are located where one of the researchers came from. The public junior high
school teachers of Calatagan are selected by the researchers.
Statement of the Problem
This study aims to determine the impact of work from home towards the
performance of public high school teachers in Calatagan, Batangas during Covid-19
Pandemic. Specifically, it seeks to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1. age
1.2. sex
1.3. civil status
11
1.4. position
1.5. no. of years in service?
2. What is the impact of work from home to public junior high school teachers during
Covid-19 pandemic?
3. What is the performance of public junior high school teachers during work from home
set up in their Individual Performance Commitment and Review Form (IPCRF) rating
S.Y. 2020-2021 in terms of:
3.1. Functional competencies
3.1.1 content knowledge and pedagogy
3.1.2 learning environment and diversity of learners
3.1.3 curriculum and planning
3.1.4 community linkages and professional engagement & personal
growth and professional development
12
3.1.5 assessment and reporting
3.2. Core behavioral competencies
3.2.1 self-management
3.2.2 professionalism and ethics
3.2.3 result focus
3.2.4 teamwork
3.2.5 service orientation
3.2.6 innovation
4. Is there a significant relationship between impact of work from home to performance
of public junior high school teachers in Calatagan, Batangas?
5. Is there a significant difference between impact of work from home to performance of
public junior high school teachers in Calatagan, Batangas when grouped according to
profile?
13
Theoretical Framework
This study focused mainly on the impact of work from home towards the
performance of public junior high school in Calatagan, Batangas during Covid-19
Pandemic. Given the fact that teachers play a vital role in delivering quality education of
the learners, their usual working environment is in school where they teach their students
through face-to-face basis as their job performance.
According to Boyatzis (2008), many factors can influence the performance of an
individual at work. These factors are individual, organizational environment, and job
demand. These factors involve the vision, values, philosophy, knowledge, nature,
competencies, career path, style, and interests of the worker. Secondly, the organizational
environment factor are the culture and climate, structure and systems, industrial maturity,
organizational strategic position, core competencies and the greater context. Lastly, the
job demand factor consists of the duties, functions, and roles of each member in the
organization.
14
The Theory of Action and Job Performance shows that performance is realized by
the following components like individual factors, the environment and the roles and tasks
carried out by human resources (Boyatzis, 2008). Moreover, value, trait, style, and
knowledge are supported by the environment in the organizational and a leader who leads
the tasks and functions towards. In this case, an employee should have skills and
knowledge to encourage positive organizational performance.
As indicated by Aguinis (2009), performance does not include the employee’s
behavior. For him, performance pertains to an employee’s actions, behavior, and conduct.
In another study, performance is a function concerning ability, skill, or effort of an
employee (Lawler & Porter, 1967).
The theoretical framework of the study was based on the performance of the
public junior high school teacher, who represents broad framework for the study of how
Covid-19 pandemic affects the job performance of the public teachers.
Conceptual Framework
A conceptual framework is an arrangement that can clarify the natural progression
of the phenomenon to be studied (Camp, 2001). In a statistical perspective, it describes
the relationship between the main concepts of the study. The researchers in study used
the variable approach. Based on the related studies, there are two (2) studies that showed
15
how work from home has significant effect on an employee’s performance. On the other
hand, there are two (3) studies showing that work from home and performance has no
significant effect on individual’s performance at work.
The conceptual framework of the study focused on the impact of work from home
towards the performance of public junior high school teachers in Calatagan, Batangas
during Covid-19 pandemic. These served as the background information of the
respondents. (see Fig. 2.1)
The following figures present the conceptual paradigm of this study.
Frame 1: presents the independent variable of the study which is the work from home.
Frame 2: shows the dependent variable of the study which is the performance.
WORK FROM HOME 2 PERFORMANCE

(IV)
(DV)
Figure 2.1 Paradigm of the conceptual Framework
Hypotheses
16
The study sought to test the following hypotheses.
Ho¹: There is no significant relationship between impact of work from home and
performance of public junior high school teachers in Calatagan, Batangas.
Ha¹: There is significant relationship between impact of work from home and
performance of public junior high school teachers in Calatagan, Batangas.
Ho²: There is no significant difference between impact of work from home and
performance of public junior high school teachers when grouped according to profile?
Ha²: There is significant difference between impact of work from home and
performance of public junior high school teachers when grouped according to profile?
Significance of the Study
Studies that are being conducted are beneficial and relevant towards development.
It will impart knowledge to the people who will be reading it and results will serve as
basis for the significant changes in new normal. The results of the study could have a
great benefit to the following:
Public Junior High School. The study intends to provide information to the schools as
to how work from home would be effective to the performance of the junior high school
17
teacher and also to the learning of the students. At the same time, it will also help the
school to know how they can give light loads and provide a healthy and considerable
workplace at home by providing the needs of the teachers in a work from home set-up to
have a quality work performance.
Public Junior High School Teachers. This study will help the teachers in such way that
the developed thesis will serve as their supplementary basis to enhance their work
performance in a work from home set-up wherein they are affected by different factors.
This will also provide them with information they need to know for them to be able to
work productively by understanding what they are facing in.
Public Junior Highschool Students. The results provide knowledge about their teacher's
work performance in a work-from-home set-up and with this study the teachers may
provide a quality learning for them. The study also provides awareness and understanding
to every student that will experience learning under the work-from-home teaching of their
teachers.
Batangas State University. The outcome of the study will provide educational basis in
developing and reorganizing approaches, programs, and educational set-up to help the
University in achieving the offer of quality education.
18
Researchers. The result of the study also benefits the researcher in a way that it will
provide answer and knowledge about the problem. At the same time, the gathered data
and authentic information could make the research more reliable.
Future Researchers. Researchers that are interested in conducting a related study may
use this as reference and guide that can help them to develop better research.
Scope and Limitation
This study focused on determining the impact of work from home towards the
performance of public junior high school teachers in Calatagan, Batangas. The scope
basically focusses on the statement of the problem which includes the demographic
profile of the teachers and answers the question what the is impact of work from home to
public junior high school teachers during Covid-19 pandemic and what is the
Individual Performance Commitment and Review Form (IPCRF) rating S.Y. 2020-2021
in terms of: functional competencies and its subtopic which are content knowledge and
pedagogy, learning environment and diversity of learners, curriculum and planning,
community linkages and professional engagement & personal growth and professional
development and assessment and reporting. Core behavioral competencies and its
subtopic self-management, professionalism, and ethics, result focus, teamwork, service
19
orientation and innovation to measure the performance of the respondents during work
from home. In line with this, the study used the following statistical tools such as
frequency, percentage, weighted mean, ANOVA and Pearson’s r.
The study was limited only to Master Teachers I-IV and Teachers I-III of public junior
high schools in Calatagan, Batangas which are Lucsuhin National High School and Calatagan
National High School. Those principals and head-teachers and non-teaching are not included in
the study. Hence, the study was limited to the data collected on teachers' responses on the survey
questionnaire.
The following limitations are significant in this study. Lack of time is one of the factors
where respondents will not be able to respond quickly because of their work-from-home setup
and busy schedules. As, the result the researchers faced difficulties in retrieving the survey
questionnaires. Covid-19 Pandemic also affected the data gathering of the researchers. A
limitation of the survey tool was the willingness of participants to take part, to respond honestly
and accurately, and to complete the online surveys promptly to be considered in the study.
Definition of Terms
For clarification of the terms used in this study it is hereby conceptually and
operationally defines as follows:
Assessment and Reporting. According to DepEd (2017) it refers to the procedures
related to various assessment methods and tactics used by instructors to monitor, assess,
20
document, and report on the needs, progress, and achievements. It is concerned with the
use of assessment data to inform and improve the teaching and learning process and
programs in a variety of ways. It is about teachers delivering essential feedback on
learning outcomes to students. This information influences the reporting cycle and allows
teachers to choose, organize, and apply effective assessment strategies.
Community Linkages and Professional Engagement. According to DepEd (2017) the
role of teachers in developing school-community partnerships is to enrich the learning
environment and engage the community in the educational process. It expects teachers to
recognize and responds to opportunities that connect to teaching and learning classroom
experiences, interests, and aspirations of the wider school community and other key
stakeholders. It emphasizes the significance of teachers recognizing and carrying out their
obligations to upholding professional ethics, accountability, and transparency to foster
professional and harmonious relationships with students, parents, schools, and the larger
community.
Content Knowledge and Pedagogy. According to DepEd (2017) It emphasizes the
significance of teachers' mastery of content knowledge and its interconnections within
and across curriculum areas, as well as a critical understanding of the application of
theories and principles of teaching and learning. This includes teachers' capacity to use
developmentally appropriate and meaningful pedagogy based on content knowledge and
current research. It considers instructors' competency in their mother tongue, Filipino,
21
and English in the teaching and learning process, as well as required abilities in the use of
communication methods, instructional strategies, and technologies to produce high-
quality learning outcomes.
Coronavirus disease (COVID-19). It refers to an infectious disease caused by a newly
discovered coronavirus. (WHO 2020; Gautam and Hens 2020). In this study, Covid-19 is
one of the reasons why work from home is implemented in every country in the world
that cause a profound impact on almost every aspect of human life, especially in
educational sector.
Core Behavioral Competencies. The employee's success in performing their duty and
providing exceptional performance is determined by how they used numerous
competencies on the job. The employee is evaluated based on their efficacy and
consistency with which they demonstrate competencies-related behaviors. The overall
rating is computed by adding the rating for each competency and dividing the sum by the
total number of competencies. In this study, it is one of parameter which measures the
performance of public school teachers at the junior level while working from home.
Curriculum and Planning. According to DepEd (2017) it refers to teachers' knowledge
and interaction with national and local curriculum requirements. It includes their ability
to translate curricular content into learning activities that are meaningful to learners and
based on the principles of successful teaching and learning. It expects teachers to use
their professional skills to plan and organize well-structured and sequenced classes, either
22
independently or in partnership with others. These lesson sequences and accompanying
learning programs should be contextually relevant, responsive to learners' requirements,
and include a variety of teaching and learning tools. It demands teachers to explain
learning objectives to increase learner participation, understanding and achievement.
Diversity of Learners. It highlights teachers' essential role in developing learning
environments that are responsive to learner diversity. It emphasizes the significance of
teachers' knowledge and comprehension, as well as respect for different traits and
experiences of learners as inputs to the planning and design of learning opportunities. It
promotes the appreciation of diversity in the classroom and the importance of varied
teaching approaches to prepare all learners to be successful citizens in a changing local
and global environment.
Functional Competencies. Functional competency in teachers refers to the knowledge
and abilities required to perform more specific tasks and duties. Teachers often do a
variety of tasks in academic or extracurricular fields at school. As a result, teachers must
develop more specific abilities to carry out this trust and ensure the essential smoothness
and achievement. Teaching methods, pedagogical formation strategies, effective
interaction with students, and student participation used to assess teachers' functional
competency in the academic field (Darishah, Daud, & Omar-Fauzee, 2017). A functional
competency is a specific area of knowledge or skill that is related to successful work
performance. These abilities are often known as technical abilities. These are the abilities
23
that professionals must possess on a daily or regular basis. Functional competencies are
job-specific competencies that have been shown to produce high-performance, high-
quality results in each position. In this study, it is one of parameter which measures the
performance of public school teachers at the junior level while working from home.
Individual Performance Commitment and Review Form (IPCRF). Individual
Performance Commitment Review Form (IPCRF) is the form or template utilized in the
Department of Education to assess and evaluate the performance of the teachers in four
parts such as the Accomplishments of KRAs and Objectives, Competencies, Summary of
Ratings for Discussion and Development Plans (DepEd). This rating scale is based on the
Civil Service Commission Memorandum Circular No. 06, series of 2012, which provides
the guidelines for the establishment and implementation of the Strategic Performance
Management System (SPMS) in all government agencies. In this study, it is a tool used to
assess the teachers’ performance during work from home.
Learning Environment. According to DepEd (2017) Teachers must establish safe,
secure, fair, and supportive learning environments to foster learner responsibility and
achievement. It provides an environment learning-focused in which teachers efficiently
regulate learner behavior in both physical and virtual spaces. It emphasizes the
importance of teachers utilizing a variety of materials and providing intellectually
challenging and exciting activities to create constructive classroom interactions directed
toward the achievement of high learning standards.
24
Performance. Performance is a stage of success in the accomplishment of a certain task
(Simanjuntak, 2011). It signifies that work performance is a stage in which a person from
the organization achieves success in their work. In this study, the performance of teachers
at public junior high schools in Calatagan, Batangas was described on how their work
was achieved while carrying out their responsibilities during the work from home setup
and Covid-19 Pandemic.
Personal Growth and Professional Development. According to DepEd (2017) It
focuses on the personal and professional development of teachers. It emphasizes teachers'
proper and high personal regard for the profession by upholding values that uphold the
dignity of teachings, such as a caring attitude, respect, and integrity. It puts a focus on
personal and professional reflection and learning to improve practice. It emphasizes the
significance of teachers taking responsibility for their personal growth and professional
development to promote lifelong learning.
Public Junior High School. It is paid through taxes and provides free education to local
students aged five to eighteen, funded by local, state, or government. In this study, public
junior high school is a school that serves students in the seventh, eighth, ninth, and tenth
grades and is generally between an elementary school and a high school. It is also the
school where the teachers play a vital role in the academic and personal development of
students during the transition from elementary to secondary school.
25
Public Junior Teacher. Teachers are arguably the most significant persons in our
society since they provide education to children and students. They provide children a
sense of purpose, prepare them for success as critical thinkers, and inspire them a desire
to do well and succeed in life. In this study, teachers are respondents who are most highly
affected due to closures of schools, work from home setup, and the Covid-19 Pandemic.
Telecommunicating. It refers to an alternative work arrangement in which employees
perform tasks elsewhere that are normally done in primary or central workplaces, for at
least some portion of their work schedule, using electronic media to interact with others
inside and outside the organization (Gajendran and Harrison, 2007). In this study,
telecommunicating is an alternative arrangement which is also called work from home.
Work from Home. It refers to a concept in which a person can fulfill his tasks from the
comfort of his own house. Working from home allows you to be more flexible (Reddy &
Ramasamy, 2018). In this study, work from home is the independent variable where it is
also the alternative arrangement to all educational sectors.
26
Chapter 2
REVIEW OF RELATED LITERATURE
This chapter presents a review of the conceptual and research literature to
determine the study's construct.
Conceptual Literature
The discussions for this section are derived from published articles, research,
books, journals, magazines, novels, poetry, and other written materials which have a
direct bearing on the present study.
The following literature shows specific concepts about Personal and Professional
Attributes of Public Secondary School Teachers, Impact of Work from Home to Public
Secondary School Teachers, Teachers’ Performance and Competence.
Personal and Professional Attributes of Public Secondary School Teachers.
In the learning process of students, a teacher plays a critical role. This study focused on
27
the personal and professional attributes of public secondary school teachers and how
these affect their teaching performance.
According to Mercado (2018), the majority of teachers are between the ages of
30-39 and 20-29, indicating that they are prime workers and young employees,
respectively. The surge of young and prime professionals can be ascribed to the fact that
many older teachers choose to retire at the age of 60. This is owing to the fact that being a
secondary school teacher necessitates greater adaptability to a rapidly changing world.
Secondary school teachers must now focus more on teaching practical skills rather than
academic ones.
Corresponding to World Bank Collection (2017), female secondary school
teachers account for 71.44 percent of all teachers in the Philippines. According to certain
studies, females make up the majority of secondary school teachers. The percentage of
teachers with fewer than five years of experience is higher. This is due to the fact that the
majority of the teachers are new hires (Kini & Podolsky, 2016). Teachers who are
thoroughly reviewed, recruited, supervised, and well prepared from their point of entry
into the teaching profession will reap the greatest benefits from their experience.
Females appear to dominate the teaching profession. This is owing to the fact that
most men find the career unappealing due to the low pay and benefits compared to other
professions such as engineering, business, law, and others. Furthermore, in secondary

28
schools, both male and female instructors have equal educational chances, but male
teachers regard teaching as a weaker career, and hence look down on it. Women
increasingly play an important role in the labor market. Teaching is a great vocation that
produces a variety of professionals (Mercado, 2018).
Furthermore, Mercado (2018) stated that because most teachers are young, it is
believed that they will only serve for a few years. At the same time, due to the K to 12
transitions, the number of students has swelled dramatically in the last three years. The
addition of two years to the high school curriculum necessitates a large number of
teachers, primarily in the junior high school. As a result, a substantial proportion of
secondary school teachers are likely to be new to the profession.
To add, according to Mercado (2018), the majority of teachers are classified as
teacher 1. Because most teachers are young in terms of age and years of teaching
experience, their position or academic rank is likely to be teacher 1. This is owing to the
fact that the majority of DepEd's plantilla are teacher 1. She also stated that many
instructors are currently in teacher 1 due to the lack of plantilla positions. Furthermore, it
takes 3 to 5 years for a teacher to be promoted, and approval is contingent on plantilla
post availability. Due to a lack of funds granted by the government, only a few higher
plantilla were available.
A teacher's job in the classroom is to produce presentations that will assist
students learn by creating meaningful learning environments through lesson plans and
29
activities. Teachers also function as a student's second parent, mentor, class leader,
counselor, and protector, among other things. Teachers serve as intermediaries in the
educational process between parents and their children (Cox, 2019).
There are several qualities that distinguish an excellent teacher. These include
academic preparation in which the teacher is knowledgeable about the subject matter,
committed to accomplishing his or her objectives, continues to study and learn, and
updates and upgrades oneself or herself for professional development. Furthermore,
teachers should be neat and well-groomed; firm but kind; inspiring, motivating, and
enthusiastic in their work; polite, courteous, tolerant, and open-minded; and have a sense
of humor (Post, 2017).
Before entering the teaching profession, teachers must complete the required
courses. The majority of the teachers have a bachelor's degree. Teaching institutions'
teachers/faculties, according to Albert (2013), lack advanced degrees. Those with degrees
beyond a bachelor's degree are from higher education, and they make up fewer than half
of the faculty. A doctorate degree is held by around 10% of the population.
More than just proficiency in a particular academic topic is required for an
efficient teaching process. Teachers must be well-prepared, have clear and fair
expectations, maintain a pleasant attitude, be patient with pupils, and regularly evaluate
their teaching. They may adapt their teaching tactics to match the students as well as the
topic, as they recognize that students learn in different ways (John, 2017).
30
Impact of Work from Home to Public Secondary School Teachers. Today,
Work from Home is currently known as an alternative work arrangement. However, work
from home is not new and has been the focus of research even before the pandemic.
Work from Home for any employee means working from their house, or residence.
Currently, many companies adhere to the work from home or remote work policy,
allowing their employees to work from home.
Work from home (WFH) is defined as employees doing their work from the
comfort of their own homes, according to the Astawa (2020) study. It provides flexible
working hours, which balances their work and personal lives. This helps companies
complete work efficiently and effectively despite circumstances. There is a government
policy on work from home set up as it shows to positive impacts like motivating
employees, increase on the productivity, a better working atmosphere, and more effective
and well-organized work in terms of finance, time, and energy.
In addition, the study of Reddy & Ramasamy (2018) defined work from home as
a process where employees carry out the responsibilities in the comfort of their homes.
Employees in the work from home set up gain freedom to do jobs and more
communication time with less distraction from the office (Baruch, 2001). Retention is
increased in work from home resulting to increased motivation, reduced stress, and
minimal use of organizational facilities. To prevent its spread of COVID-19, the work
31
from home as become the trend which may cause positive and negative effects in the
process (Dua & Hyronimus, 2020).
As stated by Vyas and Butakhieo (2020), The inability to travel during the
pandemic was a way to lessen the spread of the virus. As a result, organizations sought
for alternative work arrangements. Some of the employees were allowed to work from
home (WFH) but some has skeletal work force or regularly go to work in the office. As a
result, most governments have made working from home a policy priority. Employers
and employees followed the policies because they were realistic. The work from home
setup will provide insight on its efficacy in developing future policies based on the
current flexible working hours framework.
Apart from reducing infection exposure and associated health risks, implementing
work from home during this pandemic has proven to be difficult, with delays in service
delivery, the need for additional resources and training, and the need for investment in IT,
software, and infrastructure to support work from home all being issues (Shareena &
Shahid, 2020). Managing teams while working from home has shown to be tough;
nevertheless, technology tools like Zoom and Teams have proven to be effective in
organizing project team meetings.
Since the emergence of COVID-19, work from home arrangements have been
implemented globally in those places where services may be provided online (Arruda,
2020). Working from home limits employees' public exposure and eliminates the need for
32
them to go to work, which exposes them to even greater exposure. To prevent COVID-
19, the government advised employees to keep a social distance and, if possible, do
activities at home, such as learning and working from home (Kemendikbud, 2020).
As a result of the current covid-19 outbreak, which has forced several campuses
to close totally or partially, schools all across the world are resorting to online education.
Travel restrictions, university closures, and social distancing methods have forced
students and professors to adjust to working and studying remotely as a result of travel
restrictions, campus closures, and social distancing tactics that have pushed them into
their homes for teaching and learning. Lessons are increasingly being delivered online,
administrative obligations are being completed online, and meetings are being organized
online in troubled countries and locations (Marinoni et al., 2020).
Work from home activities provide for more flexibility in accomplishing tasks.
Those who work every day in front of a laptop will almost certainly need a particular
desk and chair. However, there are occasions when teachers become bored and require a
change of scenery. As a result, it is not uncommon for schools to provide additional areas
in the office to help teachers function better. Similarly, when a teacher chooses to Work
from home, he or she can work from anywhere. From the living room to the bedroom, to
the dining room, to the terrace, and so on. The teacher can assess his degree of
satisfaction at work (Purwanto et al., 2020).
33
Importantly, when working from home, the teacher can accept full responsibility
for the task to be performed that day, according to Hyun et al. (2020). One of the benefits
of work from home is that teachers are not needed to adhere to office hours. One of the
advantages of working from home is that teachers do not have to pay for transportation or
petrol, and they also save time on travel. Make the most of work from home's perks for
teachers who are frequently stopped in traffic on their way to school. Furthermore,
working from home reduces stress levels. In addition to traffic congestion on the way to
and from school, one of the stressors is the accumulation of work to be done.
Moreover, if the teacher is the sort that can effectively manage their time,
working from home will not be an issue. Work productivity will naturally increase when
stress is not perceived as a burden. They will be able to do the task more rapidly this way.
Job satisfaction might increase when a teacher can perform tasks more quickly and
effectively. If they are able to do the task successfully today, you will undoubtedly be
more enthusiastic tomorrow. Teachers' productivity and loyalty will undoubtedly rise as a
result of their job happiness. The numerous demands of work that must be met can cause
some people to lose their sense of balance between work and personal life.
With the work from home policy, however, one can more readily divide one's
responsibilities. There are moments when he concentrates solely on schoolwork, and
other times when he is free to pursue his personal interests. Another benefit of working
from home is that you have more free time at work to spend with your family. For
34
instance, the chatter of coworkers, the voice of coworkers on the phone, sporadic
meetings that take time, air conditioning that is not or too cold, and so on. Teachers can
establish a more secure, comfortable, and productive environment when working from
home (Masduki, et al., 2020).
On the other hand, according to Asbari (2020), one of the disadvantages of
working from home is that teachers may lose motivation. The causes are numerous,
including a poor working environment, a home environment that is not conducive to
productivity, being distracted by social media and other forms of entertainment, and so
on. When a teacher loses motivation to work, he or she should take a break and not push
themselves. If they force themselves to work, their motivation will dwindle. When they
work in an office, the institution pays for their electricity and internet access.
However, when teachers work from home, the cost of electricity and internet
access may increase as a result of continued use. Teachers should, in fact, take steps to
mitigate the work from home's drawbacks. Make a separate budget so that your bills don't
pile up. Meetings in the office should ideally be held face to face in a separate room.
Teachers who work from home must rely on technology to communicate with their
coworkers.
According to Asbari et al. (2020), clear protocols must be in place before
implementing work from home for teachers in the workplace. This approach is designed
to allow your teacher to continue working successfully from home. The contents of the
35
procedure that they must create must contain information regarding daily work hours,
how teachers must submit tasks, and how they must offer updates. Teachers are
motivated to work hard even when they are not in the office by a clear work from home
policy. You'll also be more relaxed because your teacher's work will be closely checked.
Work from home, according to Kraft (2020), has posed significant obstacles for
teachers and limited the degree to which pupils can engage in learning. During the
epidemic, mid-career teachers, who are more likely to have children at home, have
battled to integrate their job commitments with their personal life. Veteran teachers are
more than three times as likely as newer teachers to report feeling uneasy with the
technical tools needed to teach at home. Importantly, schools with more supportive
working circumstances have fared far better in assisting teachers in maintaining their
sense of accomplishment during the pandemic.
Teachers’ Performance and Competence. It is important to have a good
teacher. It is the single most important element impacting student achievement at school.
The teacher is the most important factor in the teaching-learning process. The classroom's
tone and lighting are determined by the teacher. As a result, good teachers are critical to
the efficient operation of the educational system and the enhancement of learning quality
(Kadtong, Unos, Antok and Midzid, 2017). Teaching is the most highly regarded
vocation and profession in the world. The heart of the educational system is the teacher.
36
Teachers are the most powerful force in any country. In their interactions with the
world, they show perceptual and cognitive traits, strategies, and styles. Teacher job
satisfaction is one of the most often studied problems in organizational behavior, people
and human resource management, organizational management, the teaching-learning
process, and teaching performance, according to Akhtar (2010). Furthermore, disgruntled
instructors who are dissatisfied with their professions will be less dedicated and
productive.
Poor performance was identified as a problem at the Department of Education
based on performance appraisal (Kadtong and Usop, 2013). It also has something to do
with how the principals run the school. To avoid the shortfall and maintain schools on the
cutting edge, care must be taken in developing, training, and inspiring a new generation
of school leaders, particularly for the principalship. To meet the demands of teachers, an
organized, adaptable way to locating high-quality principals and administrators in the
ranks of teacher leaders and ambitious applicants is offered by staffing the principalship.
In 2015, the Department of Education (DepEd) established the Individual
Performance Commitment Review Form (IPCRF) for Filipino teachers. It is a wide work
plan for instructors that should be established before to the start of classes, implemented
prior to the start of the school year, and evaluated at the end of the school year. This is a
tool for assessing performance. According to DepEd Order 2, S. 2015 -Guidelines on the
Establishment and Implementation of the Results-Based Performance Management
37
System (RPMS) in the Department of Education (DepEd), it aims to provide
comprehensive guidelines for the adoption of the Civil Service Commission's (CSC)
Strategic Performance Management System (SPM) in the Department of Education
(DepEd). The guidelines describe the techniques, criteria, and processes for setting
performance goals, monitoring, evaluating, and planning future progress. The DepEd
uses the RPMS to guarantee that work activities are directed toward accomplishing the
department's vision, mission, values, and strategic priorities in providing quality
educational services to Filipino students.
According to Canoma (2017), the stated objectives are essentially the obligations
and responsibilities that each teacher must perform in the classroom. This is a tool for
determining if one is performing his job diligently, efficiently, and on schedule. Many
studies have indicated that teacher effectiveness is the most important factor in achieving
high-quality education. Teachers are critical to fulfilling the goals of the Philippines'
Vision 2020. Exasperated teachers who are dissatisfied with their jobs are unlikely to be
devoted and productive, and hence will not perform to their full potential; thus, what
contributes to and influences their performance must be explored (Haramain, 2019).
Teacher competences, according to Selvi (2011), are linked to the question of
“what should school teach?” They are the topics that the teacher and the students will be
studying. Math teachers' knowledge is the most important ability for teachers who will
teach in a classroom. These are the primary areas of teacher competency, which involve
38
academic research on content. These are the ones that teachers require in order to practice
their vocation. They are the subject-matter competences that teachers will teach or that
students will learn.
Previously, teacher competences were regarded as the most essential competency
sector, based on the assumption that teachers were the sole conduits for content
transmission. The idea that the one who knows teaches and that the teacher is accountable
for the students' learning in the classroom has evolved over time. As a result of this shift,
the value placed on instructors' competencies has decreased because of the teacher's new
function as a facilitator, allowing pupils to interact with knowledge rather than conveying
it.
According to Ambag (2015), the DepEd has implemented several policies and
programs on key relevant aspects such as curriculum, teaching, and assessment in order
to address the poor state of education in the country, in line with the goals/reform thrusts
embodied in the Education for All (EFA) and Basic Education Sector Reform Agenda
(BESRA). In 2002, the Department of Education (DepEd) approved the Basic Education
Curriculum (BEC) as the new national curriculum for elementary and secondary schools
(DepEd Order No. 43 s 2002). The BEC establishes the minimum learning competencies
to which students must comply. It adopts a constructivism-based teaching and learning
strategy. The grading method and reporting of pupil performance were included in the
recommendations for the implementation of BEC learning areas and were changed after
39
the adoption of the performance grading system. In addition, the NCBTS (National
Competency-Based Teacher Standards) were implemented. The NCBTS is a
comprehensive framework that establishes guidelines for effective teaching. It was
created to assist teachers in their professional activities by guiding and improving them.
The NCBTS is divided into seven domains, each with its own set of strands. Planning,
assessing, and reporting are three of these domains.
Moreover, as stated by Mercado (2018), teachers were given a framework for
required competencies for effective teaching by the National Competency-Based
Standards (NCBTS). They are actively involved with learners, fellow teachers, school
administrators, and community leaders as a professional teacher. The teaching-learning
process, which is dynamic and relevant, is at the center of their involvement. To answer
to the demands and calls of one's career, one must constantly examine one's abilities. The
Teacher Strengths and Needs Assessment (TSNA) is a technique that helps people figure
out what they need for personal and professional growth.
It is a new assessment tool that will assist every teacher in determining individual
strengths and needs in accordance with the NCBTS standards. There are 270 Knowledge,
Skill, and Attitude (KSA) items, 80 indicators, three strands, and seven NCBTS domains
in it. The National Competency-Based Teacher Standard characteristics of the Teaching
and Learning Process are divided into seven (7) domains (Deped Toolkit).
40
According to the National Research Council (2018), professional development for
teachers should be comparable to that for other professionals. Being a successful teacher
is a lifelong process that begins with pre-service experiences in undergraduate years and
continues until the end of a professional career. Teachers will need ongoing opportunities
to develop their knowledge and talents as their professions' knowledge bases change
rapidly and their relevance to social concerns grows. Teachers must also have the
opportunity to discover how students with diverse interests, talents, and experiences
interpret scientific topics, as well as what a teacher may do to encourage and lead all
pupils. Teachers also need the chance to study and participate in science teaching and
learning research, as well as the chance to share what they've learned with their peers.
Community school partners, as well as increased hours and expanding learning
opportunities, are two significant parts of enhancing community and connections
competency of teachers, according to the National Center for Community Schools
(2011). School employees and administrators, as well as agency workers, parents, and
community members, are all working toward the same goal: to increase students' learning
while simultaneously improving their health and well-being, as well as strengthening
their families and communities. As all sides recognize, parental involvement is a critical
component of children's success.
Residents, business owners, government officials, service providers, and
community-based organizations, for example, are involved in the design of the initiative,
41
are kept updated about the school, and provide knowledge and resources as needed. The
addition of more hours and learning opportunities is the second component. Children's
learning opportunities are increased through before- and after-school, weekend, summer,
and holiday programming that is coordinated with the school-day curricula to provide a
coherent educational experience. These hours are used by students to learn about subjects
not covered during the school day or to develop their skills. Even if the environment
outside of school hours is less formal, it should nevertheless be of high quality,
educational, and allow kids to apply what they've learned in class through hands-on
projects, academic competitions, or art projects. Teachers should be involved in the
development of these programs, and community school authorities should attend classes
on a regular basis so that they can monitor individual students' needs and adjust their
activities accordingly.
Teachers’ Performance and Competence Amid Pandemic. Various reforms
have already been implemented around the world, ensuring that instructors are well-
prepared and capable of adapting to the potential changes brought on by various
anticipated events, such as the Covid-19 pandemic (Adoniou & Gallagher, 2017). Having
competent teachers and excellent classroom preparation has been a major global concern
throughout the years. According to previous studies, teacher standards can aid in the
promotion of high-quality education. For the future growth of national educational
systems and economic vitality, high-quality teachers are required. The country's
42
decreasing educational quality spurred officials and experts to look into the reasons for
the drop in student success. The findings of the 2018 Programme for International
Student Assessment (PISA) revealed that teachers are having difficulty creating real
problem-solving exercises and performance challenges. The term "facilitating learning" is
misunderstood, resulting in a lack of understanding of student-centered teaching
strategies (Organization for Economic Cooperation and Development [OECD], 2019).
Education has an important role in ensuring the quality of life and economic
prosperity. It improves human resources by providing workers with information and
skills. Scientific research contributes to the advancement of technology, industry, and
innovation. Education, without a doubt, plays a critical role in all aspects of our society.
In order to achieve our goal of promoting high-quality education, we must also improve
the quality of our teachers. Teachers' quality and professionalism are all linked to
professional standards, training, and growth. As a result, teacher preparation is essential
for both training and laying the foundation for their professional development (Panda,
2019).
Teacher professional standards are viewed as a vital component in delivering
high-quality education. High-quality instruction for 21st-century students is
commendable. Global standards should be used to assess educational quality. Teachers,
in particular, take charge of their own personal and professional development. In 2017,
the Philippine Professional Standards for Teachers (PPST), a new set of professional
43
standards for teachers, was fully adopted and implemented in the Philippine educational
system (Section 2017 of Department Order No. 42). The core of this framework is the
National Competency-Based Teacher Standards (NCBTS), which were developed by
CMO No. 52, s. DOES No. 32, section 1 DOES No. 32, s. 2001 and DOES No. 32, s.
2009. A list of parameters or standards for evaluating the success of new and seasoned
teachers was included in the recommendations.
The PPST classifies the abilities and competencies that excellent teachers must
possess in order to cope with changing global contexts, with a focus on teachers'
technological needs. Two indicators focus on upskilling and equipping teachers in the use
of Information and Communications Technology (ICT) in teacher preparation. The
indicator comprises the numerous ways in which teachers can include the positive use of
ICT in aiding effective teaching and learning processes utilizing various applications and
software in the first domain (Domain 1: Content Knowledge and Pedagogy). To satisfy
the learning objectives, teachers must be able to exhibit skills in the acquisition, design,
and use of a variety of teaching and learning resources, including ICT, according to
another measure based on 4.5.1 of Domain 4: Curriculum and Planning. The following
indicators demonstrate the importance of 21st-century skills sets, which include the use
of technology in lesson planning (Research Center for Teacher Quality, 2021). These
requirements have ramifications for teacher preparation and support in the early years.
44
The abrupt transition in learning modes has an impact on both higher education
and primary school. Teachers must incorporate educational technology in the preparation
of lessons, the selection of teaching strategies, the design of learning assessment and
evaluation, and the improvement of class management in order to execute the online
learning system (Juanda et al., 2021). When delivering content via online platforms, it's
necessary to convert the lesson, assessment tools, and audio-visual resources into a
format that a software application can understand. The effective use of technology in
lesson delivery also indicates that the teaching and learning process has been successful.
It takes a lot of effort to design and develop internet content. It necessitates a high level
of skill and a thorough understanding of how to curate the vast amount of digital content
available on the internet. In addition, Yeban (2020) stated explicitly that teachers should
re-orient their practice toward providing learning tasks and episodes that challenge
students to explore discovery and application of existing information, as well as seek
solutions to real-life problems that learners face and will face. The teacher's new role is to
advise students on how to use and learn from the materials accessible to them.
Teacher preparation has been hailed as a paradoxical cure for enhancing school
curriculum, teaching, and learning while also being criticized for its usefulness in
preparing high-quality teachers for the twenty-first century (Flores, 2016). Investment in
high-quality collective teacher education with comprehensive, proven knowledge and
training is required to refine teaching and learning. The new situation creates
45
opportunities for teachers to be evaluated in order to determine the present state of the
field.
Teachers and students are being retrained and retooled to help schools accept
distant learning delivery modalities, according to the Department of Education (2021).
Teachers' roles and performance expectations are affected by changes in educational
delivery. Teachers' expectations must be captured in a context-sensitive Results-based
Performance Management System (RPMS).
According to DepEd Order No. 2, s. 2015 The Results-based Performance
Management System (RPMS) was introduced. The Department of Education's vision,
purpose, values, and strategic goals are prominently displayed across the corporation. It
also supervises, monitors, and evaluates the performance of teachers and organizations.
The department wants to provide feedback on employees' progress and accomplishments,
as well as track their progress against goals to evaluate if any corrective action is needed.
DepEd improves its performance and accountability culture while following to its
overarching corporate mandate, vision, and mission by using the RPMS as its Strategic
Performance Management System (SPMS). According to the Department of Education,
corporate objectives and performance evaluation should be linked (2015). Indicators are
used to track individual performance and its impact on organizational goals.
Accordingly, the Department of Education uses the Classroom Observation Tool
(COT), which has three indicators: 1.) "Apply content knowledge within and across
46
curriculum teaching areas." 2.) "Plan and deliver teaching strategies that are responsive to
the special educational needs of learners in challenging circumstances, such as isolation,
chronic illness, displacement due to armed conflict, urban resettlement, or disasters." The
COT is an interactive platform that provides key information without requiring the
observer to make difficult conclusions or judgments. It is quite objective and specific,
and it's simple to use to codify observable behavior.
Because it offers instructions and examines learners' behavior, classroom
observation is an important part of the RMPS. Learners witness recorded behaviors and
events, as the phrase implies (Impoff, 2020). It makes use of a variety of tools to make
datacollection more efficient. Some of the tools, such as classroom observation calendars
and delaying observation programs, are also utilized in research. Educators can use these
instruments to encourage change and collect more valuable data from naturalistic
teaching environments while offering clear evidence and collecting data. As a result,
education improves, and comprehension improves. A master teacher, a head teacher, or
the school principal are invited to observe a classroom teacher's class. All of the
instructors involved, whether master teachers or rookie educators, might join in a post-
conference conversation and learn from one another.
Research Literature
47
The following research show the results of the studies of work from home toward
performance of employees.
The study conducted by Mardianah et al (2020) entitled “Empirical Study of the
Impact of Work-From-Home (WFH) Policy and Top Management Support on Employee
Performance” examined and analyzed the effect of Work from Home (WFH) on
employee performance. The sample in this study were 60 respondents in the Work-From-
Home policy. The result of this study indicated that Work from Home has a significant
effect on superior support, employee performance, while superiors support has no
significant effect on the performance of employees.
In addition, according to Magdalena et al (2020) entitled “The Increase of Women
Employees Performance on Work from Home and Work Life Balance in Covid 19
Pandemic ERA determined the improvement in the performance of female employees
from the work from home and the work-life balance on the performance of female
employees of PT. Perkebunan Nusantara VII. There were 45 respondents using
associative research methods. The result of this study showed that there is a significant
effect on the performance of employees working from home specifically in work-life
balance.
Furthermore, another study conducted by Susilo (2020) entitled “Revealing the
Effect of Work-From-Home on Job Performance during the Covid-19 Crisis: Empirical
Evidence from Indonesia” determined the effect of work-from-home on job performance.

48
The collection of data was done by distributing an online questionnaire to 330 employees.
The study revealed that respondents experience enjoyment, satisfaction and motivation
working from home. The analysis produced results demonstrating that work-from-home
did not significantly and positively affect job performance. The non-significant
relationship indicates that working from home does not necessarily increase or decrease
the job performance of employees.
The study conducted by Lippe and Leppenyi (2019) entitled “Co-workers
working from home and Individual and Team Performance” determined the influence of
WFH on individual and team performance. Results show that there is an impact on
working from home on the performance of workers. Moreover, working from home was
useful and did not bring any issues for some workers. However, some respondents
demonstrated that co-workers, working from home has a negative impact on employee
performance. Thus, team performance is poorer when co-workers are working from
home.
Another study conducted by Ramos and Prasetyo (2020) entitled “The Impact of
Work-Home Arrangement on the Productivity of Employees during COVID-19
Pandemic in the Philippines: A Structural Equation Modelling Approach” the impact of
work-from-home arrangements on worker productivity in the Philippines is investigating
in this study. This study looked at the causal relationship between work from home
factors, Job Satisfaction, Job Performance, Commuting Satisfaction, Job Stress, and
49
Productivity using Structural Equation Modelling. Participants in the Philippines
completed 250 electronic surveys in total. Based on the findings of this study work from
home factors have a significant positive effect on Job Satisfaction and Productivity, but
not on Job Stress. Second, work from home factors has a negative effect on job
performance. Finally, Job Performance has a negative and considerable impact on
Productivity. This study might be beneficial to various organizations and management if
they were to adopt work from home as one of their job arrangements.
The study conducted by Rupietta and Beckman (2016) entitled “Working from
Home – What is the Effect on Employees Effort?” investigated if working from home can
affect work effort of employees. It was expected that working from home has a positive
effect on work effort of employees. Hence, results revealed that work from home has a
positive influence on work effort. The work effort provided is higher when more workers
work from home.
Another study by Hutajulu (2021) entitled “Evaluating the impact of “work from
home policy” on job performance (Study Case in Indonesia)” determined the effect of
work-from-home on job performance. There were 713 respondents The findings showed
that work from home employees has motivation that improved their job performance.
Moreover, there is no relationship with job satisfaction and work environment.
Similarly, the study conducted by Purwanto et al. (2020) entitled “Impact of
Work-from-Home (WFH) on Indonesian Teachers Performance During the Covid-19

50
Pandemic: An Exploratory Study” identified the advantages and disadvantages of
working at home during pandemic. This study used case study method with 6
respondents. The results of this study show several advantages and disadvantages to the
work from home set up. Advantages include flexibility in completing work, no
transportation costs or gasoline costs, minimized the level of stress, and more free time.
However, the disadvantages include losing work motivation, electricity and internet
costs, and data security problems.
In the new normal of education, a number of research have looked into secondary
public school teachers' practices in preparing for classroom observation. Barrogo (2020)
conducted one of these studies, which looked at how teachers felt about the standardized
classroom observation instrument. The researcher used a descriptive approach in this
study, utilizing a survey as the primary data collection technique. According to the
findings, instructors could use a single standardized classroom observation tool to help
them evaluate their performance and build an improvement plan, allowing their
preparedness and competency to increase.
Castillo (2021) conducted a qualitative study to better understand junior high
school teachers' thoughts and experiences with class observation during the COVID-19
epidemic in 2020-2021. According to the findings, junior high school instructors have
various viewpoints on the importance of doing class observations. A phenomenological
research design is paired with a flexible interview with 15 teachers as study informants.
51
The findings show that instructional leaders and teachers may collaborate to create and
coordinate class observation projects that benefit both parties.
Meanwhile, Garcia, Narca, Mariano, and Fronda (2020) used the Classroom
Observation Tool to assess Senior High School-Accountancy, Business, and Management
(ABM) instructors' degree of teaching standards competency (COT). The researchers also
investigated the relationship between major differences in teacher performance and their
personal characteristics. However, there was no significant difference in performance
between profile characteristics and grade level taught, according to the findings.
Furthermore, using classroom observation techniques during the teaching practice
enriches an individual's conduct through time. As a result, comprehending the new
behavior has an effect on learning speed. The teacher's understanding learning process
does indeed speed up a little, resulting in more favorable behavioral changes. According
toEducation World, teacher classroom observation would be included in the pool of
professional development opportunities (2021). Teachers, on the other hand, must
immediately change their daily activities, commitments, and responsibility in order to
implement new online or other remote learning protocols. During the COVID crisis,
educators may be asked to establish new formative or summative procedures for
assessing students' development.
In addition, De Villa and Manalo (2020) performed research regarding secondary
teachers' lived experiences prior to the New Normal's implementation of distance

52
learning. Its purpose was to establish (1) instructors' readiness for the new normal of
education, (2) the obstacles they face as they prepare for distance learning, and (3) their
coping mechanisms for dealing with those challenges. Teachers must make key
arrangements to accommodate distant learning as education moves to a new normal,
according to the research. Even if they face obstacles that may harm their career, they can
adjust to the new normal and carry out their responsibilities. In order to provide high-
quality education, school officials should collaborate with instructors to evaluate their
resource and training needs before introducing distant learning.
Butron (2021) did another study to evaluate teachers' responsiveness, emotional
reactions, and activities in order to estimate the level of support they require at home to
do their jobs and duties efficiently and effectively in the new normal of education.
Teachers, according to data, are involved in everyday activities. Despite working from
home, teachers maintain a connection to the school, and their key duty under the new
educational standard is to assess participants' development.
Joshi, Vinay, M., and Bhaskar (2020) investigated how higher education
institutions keep classes running under a lockdown. The research also examines the
difficulties that teachers face when teaching online from their homes. According to the
findings, many programs were held at higher education institutions (HEIs) to provide
teaching in this pandemic situation. However, from the teacher's perspective, their
initiatives were a failure. Teachers face a range of challenges when teaching online,
53
including a lack of technical resources, interruptions from family members, a lack of
training, clarity, direction, and knowledge.
Synthesis
The various studies and literature provided in this chapter are carried out to
provide a comprehensive explanation of how work from home affects performance.
These researches are relevant to statements of the problem.
The researchers gathered six (6) journals relating to the demographic profile of
the respondents which have a direct relationship with the impact of work from home to
teachers’ performance and nineteen (19) journals relating to the independent variable,
work from home, and the dependent variable, performance. Out of twenty-five (25)
journals there are two (2) studies found out that working from home has significant effect
on employee performance according to Mardianah et al (2020) and Magdalena et al
(2020).
Furthermore, there are (3) studies found out that work from home detrimental
effect on the performance. According to Susilo (2020), working from home has no effect
on job performance, but has a negative effect on employee performance according to
54
Lippe and Lippényi (2019) and lastly, in the study of Ramos and Prasetyo (2020) work
from home factors has a negative effect on job performance.
Similarly, there are also two (3) studies that indicated that working from home has
a positive impact on work effort stated by Ruppieta and Beckman (2016). According to
Hutajulu (2021), employees who work from home have higher levels of motivation,
which can lead to better job performance. Moreover, there are several advantages and
disadvantages to the work from home program stated by Purwanto et al (2020).
55
Chapter 3
RESEARCH METHOD
In determining the impact of work from home towards the performance of public
junior high school teachers in Calatagan, Batangas during Covid-19 Pandemic, the
researchers defined in this chapter the components of research methodology used in this
study. The research design, sampling procedure, study participants, data gathering
instruments, data gathering procedure, and statistical treatment of data are all discussed in
this chapter to answer the research questions and achieve the thesis' goal. Further, it
presents the way facts has been collected, reliability of data gathering procedures, and the
way it has been analyzed to make valid and safe explanation of the information.
Research Design
The study's main purpose is to determine the impact of work from home towards
the performance of public junior high school teachers in Calatagan, Batangas during
56
Covid-19 Pandemic. The researchers used the descriptive research method because the
said research design aims to shed light on current issues or problems through the process
of data collection, allowing the researchers to more fully characterized the situation.
Online Survey Questionnaire used to collect data about the overall performance of the
test system as well as the individual components of the system.
Descriptive research seeks to describe a population, situation, or phenomenon
accurately and systematically. It can answer the questions of what, where,
when, and how, but not why. A descriptive research design can employ a wide variety of
research to investigate one or more variables. The descriptive research method, as stated
by Aggrawal ND (2008) is used when the researcher wants to describe specific behavior
as it occurs in the environment. In this type of research method, the information gathered
from respondents can be statistically presented for easy interpretation by the report user.
Since the researchers are trying to figure out what is the impact of work from home to
public junior high school teachers during Covid-19 pandemic and what is the
Individual Performance Commitment and Review Form (IPCRF) rating the researcher
should effectively use the descriptive method to statically analyze the data.
The researchers used the descriptive Likert-type survey method as one of the
descriptive types of research design because using questionnaires that contain collective
responses to a set of items as a technique for gathering information is the most suited for
57
the study. Likert scales usually have four potential choices when it comes to identifying
the level of Agreement which are: strongly agree, agree, disagree, and strongly disagree
are used. And when it comes to identifying the level of Performance it usually has five
potential choices which are: outstanding, very satisfactory, satisfactory, unsatisfactory,
and poor. This research design eases analysis, interpretation, and understanding of the
responses of the participant.
Sampling Procedures
Statistics is a way of looking at a population‘s behavior by taking a sample. The
researchers will ask all the total population of both public junior high schools in
Calatagan, Batangas through the use of census. The census method is a statistical study
that collects data for each element/unit of the population. Complete enumeration, 100
percent enumeration, or complete survey are other terms for it. It is useful when you need
to do a lot of case studies if the area is limited.
Participants of the Study
The participants of this study which is entitled impact of work from home towards
the performance of public junior high school teachers in Calatagan, Batangas during
Covid-19 Pandemic are the teachers. The researchers requested the two public junior
58
high schools in Calatagan, Batangas which are the Lucsuhin National High School and
Calatagan National High School. The number of teachers in mentioned schools are 158.
Table 3.1 shows the distribution of the participants of the study with the
respective schools and the total population.
Table 3.1
Distribution of Participants of the Study
Schools Strength/ Population
Lucsuhin National High School 89
Calatagan National High School 69
Total 158
Currently, there are eighty-nine (89) permanent public junior teachers in Lucsuhin
National High School and sixty-nine (69) permanent public junior teachers in Calatagan
National High School located at Calatagan, Batangas.
Research Instrumentation
59
This research aims to find out the impact of work from home towards the
performance of public junior high school teachers in Calatagan, Batangas during Covid-
19 Pandemic. For the researcher to elicit information that will answer the problems of the
study, the researcher will use an online survey questionnaire as the principal data-
gathering instrument to collect a large amount of data relevant to the study.
Construction of Questionnaire. The researchers surveyed to collect information
for this study do so, an online survey questionnaire will create first through using Google
form. The questionnaire used by the researchers in the study is a Likert scale in which
respondents choose between strongly agree, agree, disagree, and strongly disagree for
answering the question what is the impact of work from home to public junior high
school teachers during Covid-19 pandemic. While in answering the question what is the
Individual Performance Commitment and Review Form (IPCRF) rating S.Y. 2020-2021
in terms of: functional competencies and its subtopic which are content knowledge and
pedagogy, learning environment and diversity of learners, curriculum and planning,
development and assessment and reporting. Core behavioral competencies and its
subtopic self-management, professionalism, and ethics, result focus, teamwork, service
orientation and innovation will be outstanding, very satisfactory, satisfactory,
unsatisfactory, and poor (5) being the highest and one (1) being the lowest.
60
Validation. For the impact of work from home towards the performance of public
junior high school teachers in Calatagan, Batangas during Covid-19 Pandemic, the
researcher validated the questionnaire to four (4) faculty members of CABEIHM, and six
(6) public school teachers in different schools, and the thesis adviser for further
improvement. The researcher considered all the recommendations, suggestions, and
comments to revise the survey questionnaire to fit the study.
Reliability. After the questionnaire has approved, the researchers conducted a
pilot testing on the public junior high school teachers in Nasugbu, Batangas serve as the
representative from the teachers. The respondents will try to answer the survey
questionnaire for the first time. Through this, the researcher will determine if the answers
of the representatives are reliable.
Data Gathering Procedure
The following are the procedures that the researcher will need to use to gather
data:
1. The researchers wrote a formal request letter to the principal of the public
junior high school in Calatagan, Batangas.
61
2. The letter was signed and approved by the researcher's adviser, Research
Instructor, and Associate Dean of CABEIHM. This is an official authorization for the
researchers to undertake the research.
3. The researcher asked for the help of other teachers to distribute the
questionnaire through Google from to the teachers at public junior high school and give
them a quick explanation of how to respond to the survey in a reasonable manner while
maintaining the privacy of the information to be acquired. This will be used to conduct an
online survey and collect data for the study.
4. The information gathered will be tallied, analyzed, and interpreted. The
interpretation's findings will be used to form conclusions and offer recommendations
about the research.
Statistical Treatment of Data
All the data gathered in the study will be treated statistically with the used of the
following tool.
Frequency. In the study, it is used to determine the participant’s responses
with regards to their profile.
Formula:
%=F/N*100
62
Where,
F= Frequency
N= Number of respondents
100= constant value factor
Percentage. This is used to compare the frequency of the response with total of
responses multiply by 100. To get the percentage, use this equation. (Frequency
Distribution/total frequency) x 100.
P= F/N x 100
Where P= Percentage
F= number of responses
100=Total number of respondents
Weighted Mean. It used to determine the respondent’s responses with regards to
the impact of work from home during Covid-19 pandemic and what is the performance of
the respondents during work from home set up in terms of their Individual Performance
Commitment and Review Form (IPCRF) Rating.
Formula:
Weighted mean: (WM=TV/N)
63
WM= Weighted Mean
TV= Total Value
N= Total number of respondents
The weighted mean was interpreted on the Likert scale method presented as
follows:
Table 3.2 shows the Likert scale measuring the level of agreement on the question
what is the impact of work from home to public junior high school teachers during
Covid-19 pandemic (4) being the highest and one (1) being the lowest.
Table 3.2
Likert Scale Level of Agreement

Mean Rating Descriptive
3.28 - 4.00 4 Strongly Agree
2.52 – 3.27 3 Agree
1.76 - 2.51 2 Disagree
1.00 - 1.75 1 Strongly Disagree

64
Table 3.3
Likert Scale Level of Performance

Mean Rating Adjectival
4.20 - 5.00 5 Outstanding
3.40 - 4.19 4 Very Satisfactory
2.60 - 3.39 3 Satisfactory
1.80 - 2.59 2 Unsatisfactory
1.00 - 1.79 1 Poor

Table 3.3 shows the Likert scale measuring the level of performance of the
respondents during work from home set up in terms of their Individual Performance
Commitment and Review Form (IPCRF) rating S.Y 2020-2021 five (5) being the highest
and one (1) being the lowest.
4. Analysis of variance (ANOVA). It used as a statistical text which will analyze the
significance difference of the results in each variable of the profile of the respondent. It is
helpful in making a comparison of two or more means which enables the researchers to
draw various results and prediction about two or more sets of data.
65
5. Pearson correlation coefficient or Pearson’s r. In statistics, it is defined as the
measurement of the strength of the relationship between two variables which analyze the
significant relationship between performance and work from home of public junior high
school teachers in Calatagan, Batangas.
66
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the analysis, presentation, and interpretation of data
substantial in determining the impact of work from home towards the performance of
public high school teachers in Calatagan, Batangas during Covid-19 pandemic.
1. Profile of the respondents.
The profile of the junior high school teachers such as age, sex, civil status,
teaching position, and number of years in service were gathered and analyzed in this
study for the purpose of having accurate information of the respondents. Results are
shown in Tables 4.1 to 4.5.
1.1. Age. The age of the respondents was determined because it was one of the
important bases in understanding and knowing their views about a particular problem.
Table 4.1
Demographic Profile of the Respondents in Terms of Age
Age Frequency Percentage (%)
20-35 years old 94 60%
36-50 years old 54 34%
51-65 years old 10 6%
Total 158 100
Table 4.1 shows the distribution of the respondents as to age. The result shows
that the majority of public junior high school teachers in Calatagan Batangas was age
ranges from 20-35 years old with the frequency of 94 or 60% of the total respondents.
67
This indicates that the teachers were in their mid-twenties to early-thirties, were
professionals, and may have had more than a year of teaching experience. Many older
teachers prefer to retire at the age of 60, which has resulted in a surge of young and prime
professionals. This finding affirms with the idea of Makalintal (2018) that teaching field
is mostly teachers of ages 20 to 40, they particularly doing the utmost level of
performance in those ages.
1.2 Sex. The profile of the teachers in terms of sex is presented in Table 4.2.
Table 4.2
Demographic Profile of the Respondents in Terms of Sex
Sex Frequency Percentage (%)
Female 122 77%
Male 36 23%
Total 158 100
It was found that on table 4.2, majority of public junior high school teachers in
Calatagan Batangas are female with the frequency of 122 or 77% of the total respondents.
The data indicates that the majority of the teachers were female because the education
profession is commonly dominated by female. Thus, one can say that the teaching
profession is well dominated by female . Women are better suited in the teaching
positions as compared to men pointing to the higher capability of the females to engage
in human development work and willingness to make necessary sacrifices.
68
According to certain studies, females make up the majority of secondary school
teachers. This is similar to the findings of World Bank Collection (2017) that there were
71.44 percent of female Secondary education teachers in Philippines.
1.3 Civil Status. Table 4.3 shows the profile of the respondents in terms of civil
status.
Table 4.3
Demographic Profile of the Respondents in Terms of Civil Status
Civil Status Frequency Percentage (%)
Single 60 38%
Married 95 60%
Widowed 3 2%
Total 158 100
In table 4.3, it was found that the majority of public junior high school teachers in
Calatagan Batangas are married with the frequency of 95 or 60% of the total respondents.
The findings showed the teacher respondents were married and already have had their
own family.
1.4 Teaching Position. Table 4.4 contains the profile of the respondents in terms
of teaching position.
Table 4.4
Demographic Profile of the Respondents in Terms of Teaching Position
Teaching Position Frequency Percentage (%)
Master Teacher I 11 7%
Teacher I 93 59%
Teacher II 8 5%
Teacher III 46 29%
Total 158 100
69
As shown in table 4.4, the majority of public junior high school teachers in
Calatagan Batangas are teacher I with the frequency of 93 or 59% of the total
respondents. This is owing to the fact that the majority of DepEd's plantilla are teacher I.
According to Mercado (2018), the majority of teachers are classified as teacher I.
Because most teachers are young in terms of age and years of teaching experience, their
position or academic rank is likely to be teacher I. She also stated that many instructors
are currently in teacher I due to the lack of plantilla positions. Furthermore, it takes 3 to 5
years for a teacher to be promoted, and approval is contingent on plantilla post
availability. Due to a lack of funds granted by the government, only a few higher plantilla
were available.
1.5 Number of Years in Service. Table 4.5 reflects the profile of the respondents
in terms of number of years in service.
Table 4.5
Demographic Profile of the Respondents in Terms of Number of Years in Service
Number of Years in Service Frequency Percentage (%)
Less than 5 years 61 39%
6 - 10 years 55 35%
11 - 15 years 27 17%
16 - 20 years 6 4%
21 - 25 years 3 2%
26 years and above 6 4%
Total 158 100
It was found that the majority of public junior high school teachers in Calatagan
Batangas are less than 5 years in service with the frequency of 61 or 39% of total
70
respondents. The data affirms that the majority of the teachers were earned 5 years and
below teaching experience. This similar to the study of Kini and Podolsky (2016) that a
greater proportion of the teaching workforce has less than five years of experience in the
United States. Similar to the study of Mercado (2018) stated that because most teachers
are young, it is believed that they will only serve for a few years.
2. Impact of work from home to public junior high school teachers during Covid-
19 pandemic.
Today, Work from Home is currently known as an alternative work arrangement.
Table 4.6 presents the impact of work from home to the public junior high school
teachers during Covid-19 pandemic.
Table 4.6
Impact of Work from Home to Public Junior High School Teachers During COVID-19
Pandemic
Indicators Weighted Mean Verbal Interpretation

1. Established a good work routine. 3.09 Agree
2. Maintained a healthy work and life
3.27 Agree
balance while working at home.
3. Used technology to do my work as
3.78 Strongly Agree
much as possible.
4. Accomplished every assigned duty
3.72 Strongly Agree
even if work from home.
5. Experienced increased workload while
3.43 Agree
working at home.
6. Utilized all of my time at home during
3.32 Agree
my work
7. Communicate with other people
3.51 Strongly Agree
remotely for my work
71
8. Encountered stress while working
3.37 Agree
from home.
9. Spend more time for my family. 3.29 Agree
10. Managed my time easily while
3.03 Agree
working from home.
11. Improved my performance when it
3.46 Agree
comes to communicating via internet.
12. Acquired the utilization of different
applications that boosts my information 3.31 Agree
and literacy skills.
13. Improved my teaching learning
3.27 Agree
process using different online platforms.
14. Gained knowledge from different
3.41 Agree
seminars virtually.
15. Satisfied to do my job without risking
3.27 Agree
my safety from the Covid-19 virus.
16. Learned to develop empathy to the
3.53 Strongly Agree
needs of my learners.
Composite Mean 3.38 Agree
As presented in the table, the teachers agreed on the impact of work from home
with a composite mean of 3.38. The findings imply that the respondents used
technologies while working from home to cope up with the shift in the learning modality.
This affirms with the idea of Shareena & Shahid (2020) who stated for teachers,
working from home has shown to be tough; nevertheless, technology tools like Zoom and
teams have proven to be effective in dealing with these shifts in learning set-up.
Having a weighted mean of 3.03, which were agreed by the teachers, indicator 10,
managed time easily while working from home, got the least rank. This means that
among the indicators and despite that both groups agreed, still, this has come up as the
72
lowest among all. This implies that some of the teachers encountered difficulties in the
new learning set-up such as handling school, home, and other activities. The findings
were contradicted by the idea of Masduki, et al. (2020) which stated that with the work
from home policy, teachers can more readily divide their responsibilities. There are
moments when they concentrate solely on schoolwork, and other times when they are
free to pursue their personal interests.
3. Performance of public junior high school teachers during work from home set-
up.
3.1. Functional Competency. Functional competency refers to the knowledge
and abilities required to perform more specific tasks and duties. Teachers often do a
variety of tasks in academic or extracurricular fields at school. As a result, teachers must
develop more specific abilities to carry out this trust and ensure the essential smoothness
and achievement.
3.1.1. Content Knowledge and Pedagogy. Table 4.7 contains the
performance of teachers in content knowledge and pedagogy as one of the parameters
under Functional Competency
Table 4.7
Performance of Public Junior High School Teachers during Work from Home in Terms
of Functional Competency (Content Knowledge and Pedagogy)
Master Teacher I-IV Teacher I - Teacher III

Indicators Weighted Verbal Indicators Weighted Verbal
Mean Interpretation Mean Interpretation
a. Modelled 4.55 Outstanding a. Applied 4.24 Very

73
effective
applications of knowledge of
content knowledge content within and
Satisfactory
within and across across curriculum
curriculum teaching teaching areas.
areas.
b. Promoted b. Ensured the

effective strategies positive use of
in the positive use Information and
of Information and Very Communications Very
4.36 4.38
Communications Satisfactory Technology to Satisfactory
Technology to facilitate the
facilitate the teaching and
teaching and learning process.
learning process.
c. Applied a range
c. Developed and of teaching
applied effective strategies to
teaching strategies develop critical
Very Very
to promote critical 4.45 and creative 4.17
Satisfactory Satisfactory
and creative thinking, as well
thinking, as well as as other higher
other higher order order thinking
thinking skills. skills.
Very Very
Composite Mean 4.45 Composite Mean 4.26
It can be gleaned from the table that both group of respondents’ functional
competency in terms of content knowledge and pedagogy were assessed as very
satisfactory. This was attested by a composite mean of 4.45 and 4.26.
This is an indication that master I-IV teachers and teachers I-III have showed
efficacy and consistency and have demonstrated competencies-related behaviors while
working from home.
A closer look on the table reveals that the master teachers I-IV were at
outstanding level in modelling effective applications of content knowledge within and
across curriculum teaching areas. On the other hand, teachers I to III were at the very
74
satisfactory level in ensuring the positive use of Information and Communication
Technology to facilitate the teaching and learning process. This implies that both groups
of respondents were being flexible and having fluid connections between content
understanding and pedagogical representation while working from home.
According to Research Center for Teacher Quality (2021), teachers include the
positive use of Information and Communication Technology in aiding effective teaching
and learning processes utilizing various applications and software.
3.1.2. Learning Environment and Diversity of Learners. Table 4.8 contains
how teachers perform in learning environment and in dealing with diversity learners.
Table 4.8
of Functional Competency (Learning Environment and Diversity of Learners)
a. Exhibited a a. Established a
learner-centered learner centered
culture that culture by using
promotes success by teaching
using effective strategies that
teaching strategies 4.09 Very Satisfactory respond to their 4.10 Very Satisfactory
that respond to their linguistic,
linguistic, cultural, cultural,
socioeconomic, and socioeconomic,
religious and religious
backgrounds. backgrounds.
b. Evaluated with
colleagues teaching b. Planned and
strategies that are delivered
responsive to the 4.18 Very Satisfactory teaching 4.16 Very Satisfactory
special educational strategies that
needs of learners in are responsive
difficult to the special
75
educational
needs of
learners in
difficult
circumstances*,
circumstances*, including:
including: geographic
geographic isolation;
isolation; chronic chronic illness;
illness; displacement
displacement due to due to armed
armed conflict, conflict, urban
urban resettlement, resettlement or
or disasters; child disasters; child
abuse and child abuse and child
labor practices labor practices.
c. Used effective
strategies for c. Used
providing timely, strategies for
accurate and providing
constructive timely, accurate
4.09 Very Satisfactory 4.27 Very Satisfactory
feedback to and constructive
encourage learners feedback to
to reflect on and improve learner
improve their own performance.
learning
Composite Very
Composite Mean 4.12 Very Satisfactory 4.18
Mean Satisfactory
As can be noted in Table 4.8, both groups of respondents were at the very
satisfactory level in dealing with the learning environment and diversity of learners. This
was proven by composite mean of 4.12 and 4.18.
This is an indication that teachers while working from established supportive
learning environments to foster learner responsibility and achievement.
Looking closely on the table, master teachers were at very satisfactory level in
evaluating with colleagues teaching strategies that are responsive to the special
educational needs of learners in difficult circumstances, including: geographic isolation;
76
chronic illness; displacement due to armed conflict, urban resettlement, or disasters; child
abuse and child labor practices. This was supported a weighted mean of 4.18.
On the other hand, with a weighted mean of 4.27, teachers I to III were at
satisfactory level in using strategies for providing timely, accurate and constructive
feedback to improve learner performance. This suggests that teachers while working from
promote the appreciation of diversity in distance learning set-up and the importance of
varied teaching approaches to prepare the learners to be successful citizens in a changing
local and global environment
3.1.3. Curriculum and Planning. Teachers’ Performance in curriculum
planning as one of the parameters of functional competency are presented in Table 4.9.
Table 4.9
of Functional Competency (Curriculum and Planning)
a. Advised and guided a. Selected,
colleagues in the developed,
selection, organization, organized, and used
development and use of appropriate
Very
appropriate teaching 4.36 Very Satisfactory teaching and 4.27
Satisfactory
and learning resources, learning resources,
including ICT, to including ICT to
address specific address learning
learning goals goals.
4.36 Very Satisfactory b. Set 4.27 Very
b. Modelled to achievable and Satisfactory
colleagues the setting appropriate
of achievable and learning
challenging learning outcomes that
outcomes that are are aligned with
aligned with learning learning
77
competencies to
cultivate a culture of
competencies.
excellence for all
learners.
Very Very
Composite Mean 4.36 Composite Mean 4.27
As can be seen in Table 4.9, both groups of respondents were at the very
satisfactory level of performance in curriculum and planning. This was attested by a
composite mean of 4.36 and 4.27.
This implies that teachers, despite this pandemic, were able to showcase ability to
translate curricular content into learning activities that are meaningful to learners and
based on the principles of successful teaching and learning.
Looking closely on the table, master teachers I-IV were very satisfactory in
advising and guiding colleagues in the selection, organization, development, and use of
appropriate teaching and learning resources, including ICT, to address specific learning
goals, and in modeling to colleagues the setting of achievable and challenging learning
outcomes that are aligned with learning competencies to cultivate a culture of excellence
for all learners.,
On the other hand, Teachers I to III were at very satisfactory level with their
ability to select, produce, organize, and use relevant teaching and learning materials,
including Information and Communication Technology, to address learning goals and set
78
realistic and appropriate learning outcomes that are associated with learning
competencies.
3.1.4. Community Linkages and Professional Engagement. Table 4.10 shows
the teachers’ performance in community linkages and professional engagement as one of
the parameters of their functional competency.
Table 4.10
of Functional Competency (Community Linkages and Professional Engagement)
a. Guided colleagues
a. Built relationships
to strengthen
with parents/
relationships with
guardians and the
parents/ guardians
wider school Very
and the wider school 4.45 Very Satisfactory 4.39
community to Satisfactory
community to
facilitate
maximize their
involvement in the
involvement in the
educative process.
educative process
b. Contributed
b. Participated in
actively to
professional
professional networks Very
4.18 Very Satisfactory networks to share 4.31
within and between Satisfactory
knowledge and to
schools to improve
enhance practice.
knowledge and to
enhance practice
c. Initiated c. Developed a
professional personal
reflections and improvement plan
Very
promote learning 4.27 Very Satisfactory based on reflection 4.21
Satisfactory
opportunities with of one’s practice and
colleagues to ongoing professional
improve practice learning.
Very Very
4.30 4.30
Composite Mean Satisfactory Composite Mean Satisfactory
79
The composite means of 4.30 indicates that both groups of respondents were
at satisfactory level.
This indicates that master teachers were able to help their colleagues strengthen
relationships with parents/guardians and the wider school community in order to
maximize their involvement in the educational process, contributed actively to
professional networks within and between schools in order to improve knowledge and
practice, and initiated professional reflections and promoted learning opportunities with
colleagues in order to improve practice.
Teachers I to III, on the other hand, were able to develop relationships with
parents/guardians and the larger school community in order to facilitate participation in
the educational process, participate in professional networks in order to share knowledge
and improve practice, and develop a personal improvement plan based on reflection of
one's practice and ongoing professional learning.
3.1.5. Assessment and Reporting. Table 4.11 contains the performance of both
groups of respondents in assessment and reporting.
Table 4.11
of Functional Competency (Assessment and Reporting)

80
a. Performed a. Performed
various related various related
works/activitie works/activitie
s that s that Very
4.36 Very Satisfactory 4.33
contribute to contribute to Satisfactory
the teaching the teaching
learning learning
process. process.
Composite Composite
4.36 Very Satisfactory
Mean Mean 4.33 Very Satisfactory
As can be noted in Table 4.11, master teachers I-IV and teachers I to III were at
very satisfactory level in assessment and reporting. This was attested by a weighted mean
4.36.
This only implies that they performed were some various related works/activities
that contribute to the teaching learning process. This includes keeping track of the
learners' requirements, progress, and successes, as well as assessing, documenting, and
reporting on them.
3.2. Core Behavioral Competency. The teachers’ success in performing their
duty and providing exceptional performance is determined by how they used numerous
competencies on the job. The employee is evaluated based on their efficacy and
consistency with which they demonstrate competencies-related behaviors.
3.2.1. Self-Management. Table 4.12 reveals the teachers’ performance in self-
management as one of the parameters of their core behavioral competency
Table 4.12
81
Performance of Public Junior High School Teachers during Work From Home in
Terms of Core Behavioral Competency (Self-Management)
Self-Management
Indicators Weighted Verbal Weighted Verbal
a. Sets personal goals and
Very
direction, needs and 4.73 Outstanding 4.31
Satisfactory
development.
b. Undertakes personal actions

and behaviors that are clear and
Very Very
purposive and takes into account 4.18
Satisfactory
4.27
Satisfactory
personal goals and values
congruent to that of the
organization.
c. Displays emotional maturity Very

4.64 Outstanding 4.29
and enthusiasm for and is Satisfactory
challenged by higher goals.
d. Prioritizes work tasks and
Very Very
schedules (through Gantt charts, 4.36 4.25
checklists, etc.) to achieve goals.
e. Sets high quality, challenging, Very Very

realistic goals for self and others. 4.36 Satisfactory 4.18 Satisfactory
Very Very
4.45 4.26
Composite Mean Satisfactory Satisfactory
As shown in Table 4.12, both groups of respondents were at very satisfactory
level in self-management. This was proven by composite means of 4.45 and 4.26.
This is an indication that master I-IV teachers and teachers I to III display high
degree of autonomy within the boundaries framed by the school and their work groups to
manage and complete their own work.
82
Indicator 1, sets personal goals and direction, needs and development, got the
highest rank with weighted means of 4.73 and 4.31. This shows that both groups of
respondents while working from home were able to set personal goals and direction,
needs and development. According to Haramain (2019), teachers are critical to fulfilling
the goals of the Philippines' Vision 2020.
3.2.2 Professionalism and Ethics. The table 4.13 below shows the teachers’
performance in terms of professionalism and ethics.
Table 4.13
Terms of Core Behavioral Competency (Professionalism and Ethics)

a. Demonstrates the
values and behavior
enshrined in the Norms
of Conduct and Ethical 4.64 Outstanding 4.49 Very Satisfactory
Standards for public
officials and employees
(RA 6713).
b. Practices ethical and
professional behavior
and conduct taking into
4.73 Outstanding 4.45 Very Satisfactory
account the impact of
his/her actions and
decisions.
c. Maintains a 4.55 Outstanding 4.48 Very Satisfactory
professional image:
being trustworthy,
regularity of attendance
and punctuality, good
83
grooming and
communication.
d. Makes personal
sacrifices to meet 4.45 Very Satisfactory 4.40 Very Satisfactory
organization’s needs.
e. Acts with a sense of
urgency and
responsibility to meet
organization’s needs, 4.55 Very Satisfactory 4.41 Very Satisfactory
improve systems and
help others improve
their effectiveness.
Composite Mean 4.58 Outstanding 4.45 Very Satisfactory
Table 4.13 shows the result that the professionalism and ethics of master teachers
I-IV were rated as outstanding by a composite mean of 4.58. On the other hand,
teachers I to III attained a composite mean of 4.45 to the level of professionalism and
ethics resulting to a very satisfactory interpretation.
Based on the finding the highest weighted mean for master teachers I-IV is 4.64
were interpreted as outstanding while teacher I-III highest weighted mean of 4.49 were
interpreted as very satisfactory while working from home have demonstrated the values
and behavior enshrined in the Norms of Conduct and Ethical Standards for public
officials and employees (RA 6713),
Result Focus. Table 4.14 contains the teachers’ performance in terms of core
behavioral competency (result focus).
Table 4.14
84
Terms of Core Behavioral Competency (Result Focus)

a. Achieves results with optimal
Very Very
use of time and resources most of 4.36
Satisfactory
4.17
Satisfactory
the time.
b. Avoids rework, mistakes and
wastage through effective work Very Very
4.27 4.09
methods by placing organizational Satisfactory Satisfactory
needs before personal needs.
c. Delivers error-free outputs most
of the time by conforming to
standard operating procedures
correctly and consistently. Able to
Very Very
produce very satisfactory quality 3.91
Satisfactory
3.99
Satisfactory
of work in terms of
usefulness/acceptability and
completeness with no supervision
required.
d. Expresses a desire to do better
and may express frustration at
Very Very
waste or inefficiency. May focus 4.36
Satisfactory
4.21
Satisfactory
on new or more precise ways of
meeting goals set.
e. Makes specific changes in the
system or in own work methods
to improve performance.
Examples may include doing
Very Very
something better, faster, at a 3.91
Satisfactory
4.14
Satisfactory
lower cost, more efficiently, or
improving quality, customer
satisfaction, morale, without
setting any specific goal.
Very Very
4.11 4.12
Based on the table above, it can be gleaned that both groups of respondents were
at very satisfactory level on the assessment of their core behavioral competency-result
focus with composite means of 4.11 and 4.12.

85
This is an indication that along this new normal, master teachers I-IV and teachers
I -III have achieved results with the most efficient use of time and resources, avoiding
rework, mistakes, and wastage through effective work techniques that prioritize
organizational goals over personal wants.
Moreover, both groups of respondents, as attested by weighted means ranging
from 3.91 to 4.36, most of the time, have delivered error-free outputs by adhering to
standard operating procedures correctly and consistently. With no supervision necessary,
able to generate very excellent job quality in terms of usefulness/acceptability and
completeness, have indicated a desire to do better and may voice frustration at waste or
inefficiency. They have improved performance by adjusting the system or their own work
style. Without stating any explicit goals, examples could include doing things better,
faster, at a lesser cost, more efficiently, or enhancing quality, customer satisfaction, or
morale.
3.2.2. Teamwork. Assessment on teachers’ performance in terms of teamwork
is presented in Table 4.15
Table 4.15
Terms of Core Behavioral Competency (Teamwork)

a. Exhibit willingness in 4.73 Outstanding 4.48 Very Satisfactory
86
accomplishing his/her
share of responsibility.
b. Promotes collaboration
and removes barriers to
teamwork and goal 4.55 Outstanding 4.39 Very Satisfactory
accomplishment across
the organization.
c. Applies negotiation
principles in arriving at 4.36 Very Satisfactory 4.25 Very Satisfactory
win-win agreements.
d. Drives consensus and
team ownership of 4.36 Very Satisfactory 4.26 Very Satisfactory
decisions.
e. Works constructively
and collaboratively with
others and across
4.73 Outstanding 4.38 Very Satisfactory
organizations to
accomplish organizational
goals and objectives.
Composite Mean 4.50 Outstanding 4.35 Very Satisfactory
The master teacher’s performance in terms of teamwork was rated as outstanding
with a composite mean of 4.50. A composite mean of 4.35, on the other hand, indicates
that the performance of teachers I to III in terms of teamwork was very satisfactory. This
shows that when working from home, teachers promoted collaboration and reduced
barriers to teamwork and goal achievement throughout the business.
Having weighted means of 4.55 to 4.73, master teachers I-IV were assessed as
outstanding in exhibiting willingness in accomplishing his/her share of responsibility,
promoting collaboration and removes barriers to teamwork and goal accomplishment
across the organization, and working constructively and collaboratively with others and
across organizations to accomplish organizational goals and objectives.
87
With weighted means ranging from 4.25 to 4.48, teachers I to III have shown
while working from a high level of willingness to take on his or her share of
responsibility, promote collaboration, and remove barriers to teamwork and goal
achievement within the business.
3.2.3. Service Orientation. Table 4.16 presents the performance of the teacher
respondents during work from home in terms of core behavioral competency (service
orientation.
Table 4.16
Terms of Core Behavioral Competency (Service Orientation)

a. Explain and articulate
organizational directions, 4.45 Very Satisfactory 4.14 Very Satisfactory
issues and problems.
b. Takes personal
responsibility for dealing
with and/or correcting 4.45 Very Satisfactory 4.23 Very Satisfactory
customer service issues and
concerns.
c. Initiates activities that
promotes advocacy for men 4.00 Very Satisfactory 4.06 Very Satisfactory
and women empowerment.
d. Participates in updating of
office vision, mission,
mandates and strategies 4.36 Very Satisfactory 4.07 Very Satisfactory
based on DepEd strategies
and directions.
e. Develops and adopts
service improvement 4.09 Very Satisfactory 4.12 Very Satisfactory
programs through simplified
88
procedures that will further
enhance service delivery.
Very Very
4.23 4.13
As shown in the table, composite means of 4.23 and 4.13 reveal that both groups
of respondents were assessed as very satisfactory in terms of service orientation.
This means they explained and articulated organizational directions, issues, and
problems satisfactorily while working from home, took personal responsibility for
dealing with and/or correcting customer service issues and concerns, and initiated
activities that promote advocacy for men and women empowerment. They were also able
to help update the office's vision, mission, mandates, and strategies in accordance with
DepEd strategies and directions, as well as establish and implement service improvement
programs using streamlined procedures that will improve service delivery.
3.2.4. Innovation. The performance of the teachers during work from home in
terms of core behavioral competency (innovation) is presented in Table 4.17.
Table 4.17
Terms of Core Behavioral Competency (Innovation)

a. Examines the root cause of
problems and suggests Very
4.18 4.05 Very Satisfactory
effective solutions. Fosters Satisfactory
new ideas, processes, and
89
suggests better ways to do
things (cost and/or
operational efficiency).
b. Demonstrates an ability to
think “beyond the box”.
Continuously focuses on Very
improving personal Satisfactory
productivity to create higher
value and results.
c. Promotes a creative
climate and inspires co- Very
workers to develop original Satisfactory
ideas or solutions.
d. Translates creative
thinking into tangible
Very
changes and solutions that 3.91
Satisfactory
4.04 Very Satisfactory
improve the work unit and
organization.
e. Uses ingenious methods to
accomplish responsibilities.
Demonstrates Very
resourcefulness and the Satisfactory
ability to succeed with
minimal resources.
Very Very
4.02 4.07
Based on the above table, composite means of 4.02 and 4.07 indicate that both
groups of respondents performed very satisfactorily in terms of innovation.
This shows that while working from home, they were able to think outside the
box and had a constant emphasis on increasing personal productivity in order to provide
more value and results.
Weighted means ranging from 3.91 to 4.13 show that both groups of teacher-
respondents were very satisfied in examining the root cause of problems and suggesting
effective solutions, fostering new ideas, processes, and suggesting better ways to do
90
things, promoting a creative climate and inspiring coworkers to develop original ideas or
solutions, translating creative thinking into tangible changes and solutions that improve
the work unit and organization, and using ingenious methods to complete responsibilities.
4. Relationship between the impact of work from home to teachers’ performance.
Table 4.18 presents the relationship between the impact of work from home to teachers’
Table 4.18
Relationship between the Impact of Work From Home to Teachers’ Performance

Master Teacher Teacher I-III
t- r- p- Decision t- r- p- Decision
Teaching Performance Interpretation Interpretation
stat value value on Ho stat value value on Ho
Impact Functional Accept 5.33E- Reject
0.66 0.22 0.52 Not Significant 7.09 0.51 Significant
of Competency Ho 11 Ho
Work Core
Accept 6.29E- Reject
from Behavioral 2.18 0.59 0.06 Not Significant 5.71 0.43 Significant
Ho 08 Ho
Home Competency
The p-values of 0.52 and 0.06 which were greater than the level of significance
0.05 indicate that there is no significant relationship between the impact of work from
home on master teachers' performance. This shows that, despite the current state of the
world, master teachers continue to carry out their responsibilities and duties. Despite
working from home, Butron (2021) claimed that teachers keep a link to the school, and
their primary responsibility under the new educational standard is to assess participants'
progress.
The p-values of 5.33E-11 and 6.29E-08, which were less than the level of
significance of 0.05, on the other hand, show that there is a substantial association
between the influence of work from teachers I to III's performance. This shows that the
91
work-from-home arrangement has had a significant impact on the teachers' performance.
Joshi, Vinay, M., and Bhaskar (2020), for example, investigated the obstacles that
teachers encounter when teaching online from their homes. Many programs were held at
higher education institutions (HEIs) to provide teaching in this pandemic circumstance,
according to the data. Teachers’ initiatives, on the other hand, were a failure in the eyes
of the teachers. When teaching online, teachers confront a variety of obstacles, including
a lack of technical resources, interruptions from family members, a lack of training,
clarity, direction, and knowledge.
5. Difference on the impact of work from home to teachers’ performance in
Calatagan, Batangas when grouped according to profile variables.
Table 4.19 contains the difference between impact of work from home to
teachers’ performance in Calatagan, Batangas when grouped according to profile
variables.
Table 4.19
Difference on the Impact of Work From Home to Teachers’ Performance When Grouped
According to Profile Variables
Variables Master Teacher

92
Decision on
F P-value F crit Interpretation
Ho
Sex 0.91 0.44 4.17 Accept Ho Not Significant
Impact of
Age 9.69 0.05 3.20 Reject Ho Significant
Work from
Civil Status 6.40 0.00 3.27 Reject Ho Significant
Home to
Teaching Position 2.88 0.05 2.98 Reject Ho Significant
Teachers'
No. of Years in
Performance 8.54 0.06 2.35 Accept Ho Not Significant
Service
According to the table above, teachers are classified by age, civil status, and
teaching position, there is a significant difference in the impact of work from home on
their performance. The p-values of ranging from 0.00 to 0.05, which were equal or less
than the level of significance of 0.05, supported this. This indicates that working from
home has varied effects on young and seasoned teachers, as well as single and married
teachers, likewise on the teaching position they belonged in. When grouped by sex and
number of years in service, however, there is no significant difference in the impact of
work from home on master teachers' performance, with p-vales of 0.44 and 0.06,
respectively, which are greater than the level of significance of 0.05. This shows that
regardless of the master teachers' sex or years of service, the impact of work from home
on their performance was not different.
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
93
This chapter presents the summary of findings, conclusions, and
recommendations of the study
Summary of Findings
The following were the findings of the study:
1. Profile of the respondents.
1.1 Age. As to age, majority of public junior high school teachers in Calatagan
Batangas was age ranges from 20-35 years old with the frequency of 94 or 60%. This
could associate that teacher are younger and they particularly doing the utmost level of
performance in those ages. While ages 51-65 have the least number of total respondents
with the frequency of 10 or 6%.
1.2. Sex. As to sex, there is a large gap between the numbers of male teacher’s
than female teacher’s with the frequency of 122 or 77%. Majority of the respondents
proved the fact that female teachers are dominated. While male have the least number
with the frequency of 36 or 23%.
1.3. Civil Status. As to Civil Status, majority of public junior high school teachers
in Calatagan Batangas are married with the frequency of 95 or 60%. This attributed the
fact that most of the teachers in junior high school in Calatagan, Batangas are already
settled.
94
1.4. Teaching Position. As to Teaching Position, majority of public junior high
school teachers in Calatagan Batangas are teacher I with the frequency of 93 or 59%. The
least number were master teacher II, III and IV with the frequency of 0 or 0%.
1.5. No. of Years in Service. As to years in service, majority of the teachers are
less than 5 years in the service with the frequency of 61 or 39%. While the least number
were 21-25 years old with the frequency of 3 or 2%.
2. Impact of work from home to public junior high school teachers during Covid-19
pandemic.
3. Performance of public junior high school teachers during work from home set-up.
3.1 Functional competency
Both groups of respondents functional competency in terms of content knowledge
and pedagogy, learning environment and diversity of learners, curriculum and planning,
development, and assessment and reporting were assessed as very satisfactory.
3.2 Core Behavioral Competency
95
Both groups of respondents were at very satisfactory level in self-management,
result-focus, service orientation, and innovation. In terms of professionalism and ethics,
master teachers were rated as outstanding. Teachers I to III, on the other hand, got a very
satisfactory interpretation. As for teamwork, master teachers' performance rated as
outstanding and, on the other hand, teachers I to III were at very satisfactory level.
4. Relationship between the impact of work from home to teachers’ performance.
The p-values of 0.52 and 0.06 which were greater than the level of significance
0.05 indicate that there is no significant relationship between the impact of work from
home on master teachers' performance. On the other hand, the p-values of 5.33E-11 and
6.29E-08, which were less than the level of significance of 0.05, on the other hand, show
that there is a significant between the impact of work from home on I to III's
performance.
5. Difference on the impact of work from home to teachers’ performance in
Calatagan, Batangas when grouped according to profile variables.
When master teachers are classified by sex and civil status, there is a significant
difference in the impact of work from home on their performance. The p-values of 0.02
and 0.00, which were less than the level of significance of 0.05, supported this. When
grouped by age and number of years in service, however, there is no significant
96
difference in the impact of work from home on master teachers' performance, with p-
vales of 0.71 and 0.23, respectively, which are less than the level of significance of 0.05.
Furthermore, a closer examination of the data demonstrates that the impact of
work from home on the performance of teachers I to III differs significantly depending on
age, civil status, teaching position, and years in service. P-values of 0.00, 0.01, and 0.05,
which were less than the level of significance of 0.05, proved this. However, when
teachers I to III are grouped by sex, there is no significant difference in the impact of
work from home on their performance, with a p-value of 0.47, which is greater than the
level of significance of 0.05.
Conclusions
In the light of findings, the following conclusions are drawn:
1. Most master teachers have ages ranging from 36 to 50. Teachers I to III, on
the other hand, were between the ages of 20 and 35. Most of the teachers
were female and married. There were 11 master teachers and 93
teachers I. Most of the master teachers had been in the service for 11 to 15
years. On the other hand, 61 teachers from groups I to III have less than five
years of experience.
2. The teachers agreed on the impact of work from home.

97
3. Both group of respondents’ functional competency in terms of content
knowledge and pedagogy, learning environment and diversity of learners,
curriculum and planning, community linkages and professional engagement
& personal growth and professional development, and assessment and
reporting were assessed as very satisfactory. Self-management, result-focus,
service orientation, and innovation, on the other hand, were all very
satisfactory in both categories of respondents. Master professors were
evaluated as outstanding in terms of professionalism and ethics. Teachers I
through III, on the other hand, received a very satisfactory interpretation. In
terms of teamwork, master teachers' performance was evaluated as
outstanding, while teachers I to III's performance was rated as very
satisfactory.
4. There is no significant relationship between the impact of work from home
on master teachers' performance. On the other hand, show that there is a
significant relationship between the influence of work from teachers I to III's
performance.
5. When master teachers are classified by sex and civil status, there is a
significant difference in the impact of work from home on their performance.
When grouped by age and number of years in service, however, there is no
significant difference in the impact of work from home on master teachers'
performance. Furthermore, the impact of work from home on the

98
performance of teachers I to III differs significantly depending on age, civil
status, teaching position, and years in service. However, when teachers I to
III are grouped by sex, there is no significant difference in the impact of work
from home on their performance.
Recommendations
Based on the findings and conclusions drawn from the collected data, the
researchers recommend the following:
1. Professional Training and Program relative to teachers’ profile and the impact
of work from home to their performance may be conducted to improve their
teaching skills and to cope up with the new results-based performance
management system.
2. Schools must provide assistance to teachers working from home. Sets of
learning action cell may also be organized and be conducted to enlighten
teachers on the impact of work from home to their teaching performance.
Likewise, this would help them in dealing with challenges along new normal
set-up.
3. School heads and other DepEd officials may develop relevant programs
concerning the functional and core behavioral competencies of teachers. This

99
would enhance teachers’ teaching personal and professional growth along the
emergent challenges of the new normal.
4. Master teachers and teachers I to III must be aware on the impacts of work
from home and how these can affect their teaching performance. Thus,
dissemination of the new monitoring method in assessing teachers’
performance as reflected in Individual Performance Commitment and Review
Form (IPCRF) must be taken into consideration to enhance teachers’ personal
and professional growth.
5. Teachers’ profile must be considered in conducting learning action cell and
training relative to impact of work from to teaching performance. This would
help diverse teachers in coping with the new challenges along new normal set-
up.
6. The scope of the study may be expanded for more reliable results and must
enhance to include more participant tools that are similar to the study. It must
be done with all junior high school teachers in the province of Batangas.
7. Future researchers may conduct related studies dealing with the ways on how
teachers will come up with the impact of work from home on their
performance.
100
REFERENCES
101
Aglibot, J. R., Mallari, D. J., Orejas, T., Reyes-Estrope, C., Alipala, J., & Cabreza, V.
(2020, October 5). Zambales teachers cross rivers to deliver learning modules.
INQUIRER.Net. Retrieve from:
https://newsinfo.inquirer.net/1343524/zambales-teachers-cross-rivers-to-
deliver-learning-modules
Aguinis, H. (2009). Performance management. Upper Saddle River NJ: Pearson/Prentice
Hall. Published.
Ainsworth, M., Smith, N., & Millership, A. (2008). Managing Performance, Managing
People: Understanding and Improving Team Performance. Leads Press.
Published.
Allen, J., Rowan, L., & Singh, P. (2020). Teaching and teacher education in the time of
COVID-19. Asia-Pacific Journal of Teacher Education, 48(3), 233–236.
https://doi.org/10.1080/1359866x.2020.1752051
Astawa, I. M. M. (2020). PENGARUH BEKERJA DARI RUMAH TERHADAP K
INERJA. Crosbie, T., & Moore, J. (2004). Work–life Balance and Working
from Home. Social Policy and Society, 3(3), 223–233.
https://doi.org/10.1017/s1474746404001733
Barrios, J., & Hochberg, Y. (2020). Risk Perception Through the Lens of Politics in the
Time of the COVID-19 Pandemic. National Bureau of Economic Research.
Published. https://doi.org/10.3386/w27008
102
Baruch, Y. (2001). The status of research on teleworking and an agenda for future
research. International Journal of Management Reviews, 3(2), 113–129.
https://doi.org/10.1111/1468-2370.00058
Bautista Jr., A., Balibrea, D., & Bleza, D. G. (2020). Knowledge, attitude, and practice
toward the coronavirus disease (COVID-19) outbreak among selected employed
people in the National Capital Region, Philippines. Asian Journal for Public
Opinion Research, 8(3), 324–350. https://doi.org/10.15206/ajpor.2020.8.3.324
Berardini, V. (2010). Discovering performance indicators in late medieval sermons.
Medieval Sermon Studies, 54(1), 75–86.
Basilaia, G., & Kvavadze, D. (2020). Transition to Online Education in Schools during a
SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia. Pedagogical
Research, 5(4).
Bhandari, P. (2020b, October 12). Designing and analyzing Likert scales. Scribbr.
https://www.scribbr.com/methodology/likert-scale/
Brussel. (2020). The need for teachers in the Brussels Region. Brussels Study.
Boyatzis, R. E. (2008). Competencies in the 21st century. Journal of Management
Development, 27(1), 5–12.
Camp, W. G. (2001). Formulating and Evaluating Theoretical Frameworks for Career

and Technical Education Research. Journal of Vocational Educational Research, 26 (1),
27-39
27-39
103
27-39
27-39
27-39
and Technical Education Research. Journal of Vocational Educational Research,
26 (1), 27-39.
Carnevale, Joel B. Hatak, Isabella, (2020). Employee adjustment and well-being in the
era of COVID-19: Implications for human resource management. Journal of
Business Research, Volume 116, Issue May, Pages 183- 187.
Casal, M. (2020, August 17). The pandemic is reshaping education, here’s how the
Philippines is coping. https://www.rappler.com/brandrap/tech-
and+innovation/coronavirus-reshaping-distance-learning-education-
philippines
Casilao, J. L. (2020, August 14). Teachers in remote areas struggle to deliver modules
News |. GMA News Online.
https://www.gmanetwork.com/news/news/nation/751406/teachers-in-remote-
areas-struggle-to-deliver-modules/story/
104
Catalan, J. (2018). Correlation Analysis of Teacher’s Performance Commitment to
Leadership Styles of Principals in the Public Secondary Schools, Division of
Makati the Problem and its Background. Academia Education. Published.
Chamundeswari, S. (2013). Job Satisfaction and Performance of School Teachers.
International Journal of Academic Research in Business and Social Sciences,
3(5), 420-428. Retrieved May 06, 2018 from
http://www.hrmars.com/admin/pics/1859.pdf
Chinazzi, M., Davis, J. T., Ajelli, M., Gioannini, C., Litvinova, M., Merler, S., Pastore Y
Piontti, A., Mu, K., Rossi, L., Sun, K., Viboud, C., Xiong, X., Yu, H., Halloran,
M. E., Longini, I. M., & Vespignani, A. (2020). The effect of travel restrictions
on the spread of the 2019 novel coronavirus (COVID-19) outbreak. Science,
368(6489), 395–400. https://doi.org/10.1126/science.aba9757
Chhetri R. and Pokhrel S. (2021). A Literature Review on Impact of COVID-19
Pandemic on Teaching and Learning.
Cobb, P., & Gibbons, L. (2017). Focusing on Teacher Learning Opportunities to Identify
Potentially Productive Coaching Activities. Journal of Teacher Education.
Published.
Dela Rosa-Bala A. (2019). Assessing Performance of Gov’t Workers Necessary – CSC.
Contact Center ng Bayan.
105
Demography – Official Website of the Province of Batangas.
Http://Www.Batangas.Gov.Ph/Portal/Demography/. Retrieved August 12, 2021,
from http://www.batangas.gov.ph/portal/demography/
DepEd (2017). The Philippine Professional Standards for Teachers.
Https://Www.Deped.Gov.Ph/Wp-Content/Uploads/2017/08/DO_s2017_042-
1.Pdf.
Dua, M. H. C., & Hyronimus. (2020). Pengaruh Work from Home Terhadap Work-Life
Balance Pekerja Perempuan Di Kota Ende. Jurnal Ilmiah Manajemen Bisnis Dan
Inovasi Universitas Sam Ratulangi,7(2),247–258.
https://doi.org/https://doi.org/10.35794/jmbi.v7i2.30266
Enitan, S., Adeolu, O., Olayanju, A., & Eleojo, I. (2020). The 2019 Novel Coronavirus
Outbreak: Current Crises, Controversies and Global Strategies to Prevent a
Pandemic. International Journal Fo Pathogen Research, 4(1), 1-16.
https://doi.org/10.9734/IJPR/2020/ v4i130099
Fernandes, N. (2020). Economic Effects of Coronavirus Outbreak (COVID-19) on the
World Economy. SSRN Electronic Journal. Published.
https://doi.org/10.2139/ssrn.3557504
Gautam, S. (2020b). The Influence of COVID-19 on Air Quality in India: A Boon or
Inutile. Bulletin of Environmental Contamination and Toxicology, 104(6), 724–
726. https://doi.org/10.1007/s00128-020-02877-y
106
Gautam, S., & Hens, L. (2020). SARS-CoV-2 Pandemic in India: What might we expect?
Environment, Development and Sustainability, 22, 3867–3869.
Gautam S. and Luc Hens. (2020). COVID-19: Impact by and on the environment, health,
and economy. Springer Link. Published.
Gibson, James L., John M. Ivancevich, James H. Donnelly, Jr, Robert Konopaske.
(2012). Organization Behavior, Structure and Processes 14 edition. New York:
McGraw Hill.
Gajendran, R. S., & Harrison, D. A. (2007). The good, the bad, and the unknown about
telecommuting: Meta-analysis of psychological mediators and individual
consequences. Journal of Applied Psychology, 92(6), 1524–1541.
https://doi.org/10.1037/0021-9010.92.6.1524
Grant, C. A., Wallace, L. M., Spurgeon, P. C., Tramontano, C., & Charalampous, M.
(2019). Construction and initial validation of the E-Work Life Scale to measure
remote e-working. Employee Relations, 41(1), 16–33. https://doi.org/10.1108/er-
09-2017-0229
Guillasper, J. N., Soriano, G. P., & Oducado, R. M. F. (2020). Psychometric Properties of
‘Attitude towards e-Learning Scale’ among Nursing Students. INTERNATIONAL
JOURNAL OF EDUCATIONAL SCIENCES, 30(1–3).
https://doi.org/10.31901/24566322.2020/30.1-3.1135
107
Habibi, R., Burci, G. L., de Campos, T. C., Chirwa, D., Cinà, M., Dagron, S., Eccleston-
Turner, M., Forman, L., Gostin, L. O., Meier, B. M., Negri, S., Ooms, G.,
Sekalala, S., Taylor, A., Yamin, A. E., & Hoffman, S. J. (2020). Do not violate
the International Health Regulations during the COVID-19 outbreak. The Lancet,
395(10225), 664–666. https://doi.org/10.1016/s0140-6736(20)30373-1
Hajduk A. (2020). Rating a Discussion Board Thread. Building Digital Capabilities for
Staffs and Students.
Harapan H. and Mudatsir M. (2020), Coronvirus Disease 2019 (COVID-19): A Literature
Review Journal of Infection and Public Health (13)5, 667-6673.
Hattie J. (2017). Maximizing Student Achievement: Using Student-Centered Learning
(903) 262-1000.
Honeywil N. (2020). Why Teachers Are Important in Society- Why Teachers Matter.
University of the People.
Hughes S. (2020). Diversity: Growing in Our Practice. Penn State Extension.
Hutajulu, R. S. (2021, January). Evaluating the impact of “work from home policy” on
job performance (Study Case in Indonesia).
https://www.researchgate.net/publication/348406433_Evaluating_the_impact
_of_work_from_home_policy_on_job_performance_Study_Case_in_Indones
ia
108
Ince, F., (2020). The Effects Of Covıd-19 Pandemic On The Workforce In Turkey.
International Social Mentality and Researcher Thinkers Journal, (Issn:2630-631X)
6(32): 1125-1134
Khan, A. A., Abbasi, S. O. B. H., Waseem, R. M., Ayaz, M., & Ijaz, M. (2016). Impact
of training and development of employees on employee performance through job
satisfaction: A study of telecom sector of Pakistan. Business Management and
Strategy, 7(1), 29-46
Karatepe, O. M. (2013). High-performance work practices and hotel employee
performance: The mediation of work engagement. International Journal of
Hospitality Management, 32, 132–140.
https://doi.org/10.1016/j.ijhm.2012.05.003
Lawler III, E. E., & Porter, L. W. (1967). The effect of performance on job satisfaction.
Industrial relations: A journal of Economy and Society, 7(1), 20-28.
Llego J. (2019). The Predictive Strength of Academic Performance. Research Gate.
Locke E. and Schattke K. (2018). Intrinsic and Extrinsic Motivation: Time for Expansion
and Clarification. Motivation Science Research Gate.
Ma A. (2017). The Real Goals of Education. ASCD.
109
Madell, R. (2019). Pros and Cons of Working From Home. Retrieved from
https://money.usnews.com/money/blogs/outside-voices-careers/articles/pros-
and-cons-of-working-from-home
Magdalena, B. (2020, December 10). THE INCREASING OF WOMEN EMPLOYEES
PERFORMANCE ON WORK FROM HOME AND WORK LIFE BALANCE IN
COVID 19 PANDEMIC ERA | Magdalena | International Conference on
Information Technology and Business (ICITB).
Https://Jurnal.Darmajaya.Ac.Id/Index.Php/Icitb/Article/View/2531.
Malipot, M. H. (2020). DepEd OKs work from home scheme for teachers. MANILA
BULLETIN. Published.https://mb.com.ph/2020/07/28/deped-oks-work-from-
home-scheme-for-teachers/
Mardianah, L., Hidayat, S., & Hamidah. (2020). Empirical Study of the Impact of Work
From Home (WFH) Policy and Top Management Support on Employee
Performance. Journal of Reseacrh in Business, Economics, and Education,
2(5). http://e-journal.stie-kusumanegara.ac.id/
Marshall, G. W., Michaels, C. E., & Mulki, J. P. (2007). Workplace isolation: Exploring
the construct and its measurement. Psychology & Marketing, 24(3), 195-223.
McCombes, S. (2020, September 3). Descriptive research. Scribbr.
https://www.scribbr.com/methodology/descriptive-research/
110
Mcguirre A. (2020). Junior Teachers. DEHANZ.
Mercado, N. A. (2020, September 16). Some students have to share modules due to tight
budget – DepEd. INQUIRER.Net.
https://newsinfo.inquirer.net/1335796/budget-woes-deped-says-some-
students-have-to-share-modules-this-school-year
Messenger, J. C., & Gschwind, L. (2016). Three generations of Telework: New ICTs and
the (R)evolution from Home Office to Virtual Office. New Technology, Work and
Employment, 31(3), 195–208. https://doi.org/10.1111/ntwe.12073
Moralista, R. B., & F. Oducado, R. M. (2020). Faculty Perception toward Online
Education in a State College in the Philippines during the Coronavirus Disease 19
(COVID-19) Pandemic. Universal Journal of Educational Research, 8(10), 4736–
4742. https://doi.org/10.13189/ujer.2020.081044
Nilles, J. M. (1988). Traffic reduction by telecommuting: A status review and selected
bibliography. Transportation Research Part A: General, 22(4), 301–317.
https://doi.org/10.1016/0191-2607(88)90008-8
Nisar, T. M., Prabhakar, G., & Strakova, L. (2019). Social media information benefits,
knowledge management and smart organizations. Journal of Business Research,
94, 264-272
Pitafi, A. H., Kanwal, S., Ali, A., Khan, A. N., & Waqas Ameen, M. (2018). Moderating
roles of IT competency and work cooperation on employee work performance
111
in an ESM environment. Technology in Society, 55, 199–208.
https://doi.org/https://doi.org/10.1016/j.techsoc.2018.08.00
Pokhrel, S. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching
and Learning. Sage Journals, 8(1). https://doi.org/10.1177/2347631120983481
Purwanto, A., Asbari, M., Fahlevi, M., Mufid, A., Agistiawati, E., Cahyono, Y., &
Suryani, P. (2020). Impact of Work From Home (WFH) on Indonesian Teachers
Performance During the Covid-19 Pandemic: An Exploratory Study.
International Journal of Advanced Science and Technology, 29(5), 6235–6244.
R. John. Schermerhorn, Hunt, G. James, and Osborn, N. Richard. (1983). Managing
Organizational Behavior. New York: John Willey & Son.
Rabacal, J. S., Oducado, R. M. F., & Tamdang, K. A. (2020). COVID-19 Impact on the
Quality of Life of Teachers: A Cross-Sectional Stu. Asian Journal for Public
Opinion Research, 8(4), 478–492. https://doi.org/10.15206/ajpor.2020.8.4.478
Reddy, L. S., & Ramasamy, K. (2018). Introspection Of Work-From- Home In It
Industry. International Journal of Advance and Innovative Research, 5(4), 522–
535.
Saggaf, M. S., Aras, M., Akib, H., Salam, R., Baharuddin, A., & Kasmita, M. (2018).
The Quality Analysis of Academic Services Based on Importance Performance
Analysis (IPA).
112
Sethi, G. K., & Saini, N. K. (2020). COVID-19: Opinions and challenges of school
teachers on work from home. Asian Journal of Nursing Education and Research,
10(4), 532–536. https://doi.org/10.5958/2349-2996.2020.00115.9
Shams S. (2019). What is the role of a school teacher in a student's life? Quora.
Education.
Sowell J. (2017). Good Instruction-Giving in the Second-Language Classroom. Research
Gate.
Sui, W., Smith, S. T., Fagan, M. J., Rollo, S., & Prapavessis, H. (2019). The effects of
sedentary behaviour interventions on work-related productivity and performance
outcomes in real and simulated office work: A systematic review. Applied
Ergonomics, 75, 27–73. https://doi.org/10.1016/j.apergo.2018.09.002
Susilo, D. (2020). Revealing the Effect of Work-From-Home on Job Performance during
the Covid- 19 Crisis: Empirical Evidence from Indonesia. The Journal of
Contemporary Issues in Business and Government, 26(1), 23–40.
Summary rating Definition: 2 Samples. (2021). Law Insider.
https://www.lawinsider.com/dictionary/summary rating.
113
Talidong, K. J. B., & Toquero, C. M. D. (2020). Philippine Teachers’ Practices to Deal
with Anxiety amid COVID-19. Journal of Loss and Trauma, 25(6–7), 573–579.
https://doi.org/10.1080/15325024.2020.1759225
Pinas, T. (2021, July 19). IPCRF Templates 2021 (Manual and Automated). Teach Pinas.
https://www.teachpinas.com/ipcrf-templates-manual-automated/
Terence, Mitchel R. Dimensi dan Indikator-indikator Kinerja. (2016) http//www.definisi-
pengertian.com/2015/06/ dimensi-indikator-indikator-kinerja.html
Toquero, C. M. (2020). Challenges and Opportunities for Higher Education amid the
COVID-19 Pandemic: The Philippine Context. Pedagogical Research, 5(4),
em0063. https://doi.org/10.29333/pr/7947
Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., Mytton, O.,
Bonell, C., & Booy, R. (2020). School closure and management practices during
coronavirus outbreaks including COVID-19: a rapid systematic review. The
Lancet Child & Adolescent Health, 4(5), 397–404.
https://doi.org/10.1016/s2352-4642(20)30095-x
Vyas, L., & Butakhieo, N. (2020). The impact of working from home during COVID-19
on work and life domains: an exploratory study on Hong Kong. Policy Design
and Practice, 1–18. https://doi.org/10.1080/25741292.2020.1863560
114
Williams K. and Dustin H. (2020). Teacher Evaluation Systems: A Literature Review on
Issues and Impact. Research Issues in Contemporary Education, v5 n1 p42-50
Win 2020.
World Health Organization. (2020). Coronavirus disease (COVID-2019) situation
reports. Geneva: World Health Organization. Retrieved March 23, 2020 from
https://www.who.int/emergencies/diseases/novel-coronavirus-2019/situation-
reports/
Worldometer. (2020). Coronavirus Update (Live): COVID-19 Virus Pandemic -
Worldometer. Retrieved from: https://www.worldometers.info/coronavirus/
Zeiger A. (2018). List of Core Competencies for Educators. Works, Career, Jobs in
Education.
Zhang, J. (2016). The dark side of virtual office and job satisfaction. International journal
of business and management, 11(2), 40
115
APPENDIX A
ENDORSEMENT FORM FOR THESIS/DISSERTATION ADVISER
Reference No.: BatStateU-FO- Effectivity Date: Revision No.:

COL-04 January 3, 2017 00
ENDORSEMENT FORM FOR THESIS/DISSERTATION ADVISER
College of Accountancy Business Economics and International Hospitality Management
April 16, 2021

Date
To: Assoc. Prof. JOSEPH D. BALANGAY
(Name of prospective adviser)
I would like to formally endorse to you DELOS SANTOS, CHERWAYNE R., DOCTOLERO,
CHENET ANN D., MAGTIBAY, EUGENIO O.
(Name of proponent)
a student of this college under the Bachelor of Science in Business Administration major in
(area/field of specialization)
Program, who acknowledges your professional expertise and requests you to be his/her adviser
for his/her thesis/dissertation with the topic Impact of Work from Home Towards the
Performance of Public Junior High School Teachers in Calatagan Batangas During Covid-19
Pandemic
116
As adviser, you shall monitor the overall progress of the study and supervise the research
activities of your advisee until such time that he/she has successfully defended his/her
thesis/dissertation.
Asst. Prof. MARITHEL J. TIANGCO

College Dean
APPENDIX B
ACCEPTANCE FORM AS THESIS/DISSERTATION ADVISER
Reference No.: BatStateU-FO- Effectivity Date: January 3, Revision No.:

COL-05 2017 00
ACCEPTANCE FORM AS THESIS/DISSERTATION ADVISER
College of Accountancy Business Economics and International Hospitality Management

April 25, 2021
Date
To: Assoc. Prof. Marithel J. Tiangco

(College Dean)
This formally signify my acceptance of the request to serve as adviser of Delos Santos,
Cherwayne May R., Doctolero, Chenet Ann D., Magtibay, Eugenio O
(Name of proponent)
a student of this college under the Bachelor of Science in Business Administration major in
117
(area/field of specialization)
Program, for his/her thesis/dissertation with the topic Impact of Work from Home towards the
Performance of Public Junior High School Teachers in Calatagan Batangas during Covid-19
Pandemic
As adviser, I agree to perform my duties of monitoring the overall progress of the study and
supervising the research activities of my advisees until such time that he/she has successfully
defended his/her thesis/dissertation.
Assoc. Prof. Joseph D. Balangay

Adviser
(Signature over Printed Name)
APPENDIX D
LETTER FOR RESPONDENTS
Republic of the Philippines

BATANGAS STATE UNIVERSITY
ARASOF-Nasugbu
Nasugbu, Batangas
COLLEGE OF ACCOUNTANCY BUSINESS ECONOMICS AND

INTERNATIONAL HOSPITALITY MANAGEMENT
118
Mr. JORGE C. BAUTISTA
Principal II
Calatagan National High School
Barangay Poblacion I
Calatagan, Batangas
Dear Sir:
Warmest greetings!
We, the undersigned, are third year students of Batangas State University ARASOF –
Nasugbu taking up Bachelor of Science in Business Administration major in Human
Resource Management. Currently, we are conducting a study entitled “Impact of Work
from Home towards the Performance of Public Junior High School Teachers in
Calatagan, Batangas during Covid-19 Pandemic.”
In connection to this, we would like to request for a copy of a list of your teaching force.
Also, we are seeking your permission that they be allowed to participate in our study as
respondents. Rest assured that all the data gathered will be kept confidential and that it
will be used solely for this study.
Your positive response in this request will be valuable contribution for the success of our
study and will be highly appreciated. For any concerns, you may contact us at
09558073632 or email us at chenetann.doctolero@g.batstate-u.edu.ph
Thank you very much!
119
Respectfully yours,
CHENET ANN D. DOCTOLERO CHERWAYNE R. DELOS

SANTOS
EUGENIO O. MAGTIBAY
The Researchers
Noted:
Assoc. Prof. JOSEPH D. BALANGAY
Thesis Adviser
Mrs. SHERILYN D. MACARAIG
Instructor, Applied Research in BSBA HRM
Approved:
Mr. JORGE C. BAUTISTA
Principal II

ARASOF-Nasugbu
Nasugbu, Batangas
120
Mrs. JOVITA M. LANDICHO
Principal IV
Lucsuhin National High School
Barangay Lucsuhin
Calatagan, Batangas
Dear Madam:
Warmest greetings!
We, the undersigned, are third year students of Batangas State University ARASOF –
Nasugbu taking up Bachelor of Science in Business Administration major in Human
Resource Management. Currently, we are conducting a study entitled “Impact of Work
Calatagan, Batangas during Covid-19 Pandemic.”
In connection to this, we would like to request for a copy of a list of your teaching force.
Also, we are seeking your permission that they be allowed to participate in our study as
respondents. Rest assured that all the data gathered will be kept confidential and that it
will be used solely for this study.
121
Your positive response in this request will be valuable contribution for the success of our
study and will be highly appreciated. For any concerns, you may contact us at
09558073632 or email us at chenetann.doctolero@g.batstate-u.edu.ph
Thank you very much!
Respectfully yours,
CHENET ANN D. DOCTOLERO CHERWAYNE R. DELOS

SANTOS
EUGENIO O. MAGTIBAY
The Researchers
Noted:
Assoc. Prof. JOSEPH D. BALANGAY
Thesis Adviser
Mrs. SHERILYN D. MACARAIG
Instructor, Applied Research in BSBA HRM
Approved:
Mrs. JOVITA M. LANDICHO
Principal IV
122
APPENDIX E
CERTIFICATE OF VALODATION OF SURVEY INSTRUMENTS

ARASOF-Nasugbu
Nasugbu, Batangas

CERTIFICATION
Form and Content Validation
This is to certify that the questionnaire for the Thesis entitled
“Impact of Work from Home towards the Performance of Public Junior High
School Teachers in Calatagan, Batangas during Covid-19 Pandemic.” made by
Chenet Ann D. Doctolero, Cherwayne May R. Delos Santos, and Eugenio O. Magtibay,
Bachelor of Science in Business Administration major in Human Resource Management,
was approved and validated by the undersigned persons.
123
MRS. ALELI A. DADAYAN MR. MARIO A. CUDIAMAT
VALIDATOR VALIDATOR
MS. CLARISSA MAE R. PEDRAZA MRS. SHIELA MARIE E. MERCADO
VALIDATOR VALIDATOR
MS. LORRAINE C. CABRAL MR. RON RONALD A. CLOMA
VALIDATOR VALIDATOR
MRS. ARLENE B. ALVIZO MR. JEFFREY R. ABAD
VALIDATOR VALIDATOR
MS. MAYCEE PADILLA MS. JOAN MARY T. BAUSAS
VALIDATOR VALIDATOR
124
APPENDIX F
SURVEY QUESTIONNAIRE

ARASOF-Nasugbu
R. Martinez Street Brgy. Bucana
Nasugbu, Batangas

SURVEY QUESTIONNAIRE
Dear Respondents,
We, undersigned students of Bachelor of Science in Business Administration

major in Human Resource Management are pursuing a study entitled "Impact of Work
Calatagan, Batangas during Covid-19 Pandemic". We would like to ask for a few
minutes of your precious time to answer the questionnaire pertinent to our study. All
information will be used for academic purposes only, and rest assured that all your
answers will be treated with a high degree of confidentiality.
Thank you for your effort and cooperation.
The Researchers
Chenet Ann D. Doctolero Cherwayne May R. Delos Santos Eugenio O. Magtibay
PART I. DEMOGRAPHIC PROFILE OF THE RESPONDENTS
Direction: Kindly provide the following information needed and put a check on the box
which corresponds to your answer.
125
Name (Optional): _________________________________________________________
1. Age: 20-35 years old 36-50 years old 51-65 years old
2. Sex: Male Female
3. Civil Status: Single Married Widowed
Separated
4. Position: Master Teacher I Master Teacher II Master Teacher III

Master Teacher IV Teacher I Teacher II
Teacher III
5. No. of Years in
Service: Less than 5 years 6-10 years 11-15 years
16-20 years 21-25 years 26 years and above
PART II. IMPACT OF WORK FROM HOME TO PUBLIC JUNIOR HIGH

SCHOOL TEACHERS DURING COVID-19 PANDEMIC
Direction: Provided by the rating scale below, indicate your level of agreement on the
following statement by checking the appropriate box which corresponds to your answer.
4 - Strongly Agree 3 - Agree 2 - Disagree 1 - Strongly Disagree
Indicators 2
4 3 1
As a public junior high school teacher working from home, I D
SA A DSA
have … A
1. Established a good work routine.
126
2. Maintained a healthy work and life balance while working at
home.
3. Used technology to do my work as much as possible.
4. Accomplished every assigned duty even if work from home.
5. Experienced increased workload while working at home.
6. Utilized all of my time at home during my work
7. Communicate with other people remotely for my work
8. Encountered stress while working from home.
9. Spend more time for my family.
10. Managed my time easily while working from home.
11. Improved my performance when it comes to communicating

via internet.
12. Acquired the utilization of different applications that boosts

my information and literacy skills.
13. Improved my teaching learning process using different
online platforms.
14. Gained knowledge from different seminars virtually.
15. Satisfied to do my job without risking my safety from the

Covid-19 virus.
16. Learned to develop empathy to the needs of my learners.
Source: Sethi, G. K., & Saini, N. K. (2020b). COVID-19: Opinions and challenges of
school teachers on work from home. Asian Journal of Nursing Education and Research,
10(4), 532–536. https://doi.org/10.5958/2349-2996.2020.00115.9 Susilo, D. (2020).
Revealing the Effect of Work-From-Home on Job Performance during the Covid-19
Crisis: Empirical Evidence from Indonesia. The Journal of Contemporary Issues in
Business and Government, 26(1), 23–40
127
PART III. PERFORMANCE OF PUBLIC JUNIOR HIGH SCHOOL TEACHERS
DURING WORK FROM HOME SET-UP
Direction: Provided by the rating scale below, indicate your level of performance in
terms of your Individual Performance Commitment and Review Form (IPCRF) S.Y
2020-2021 on the following statements based on your designation by checking the
appropriate box which corresponds to your answer.
5- Outstanding 4-Very Satisfactory 3- Satisfactory 2- Unsatisfactory 1- Poor
FUNCTIONAL COMPETENCIES 5 4 3 2 1
A. For Master Teacher I – IV Only O VS SF UF P
1. Content Knowledge and Pedagogy
a. Modelled effective applications of content knowledge within

and across curriculum teaching areas.
b. Promoted effective strategies in the positive use of

Information and Communications Technology to facilitate the
teaching and learning process.
c. Developed and applied effective teaching strategies to

promote critical and creative thinking, as well as other higher-
order thinking skills.
2. Learning Environment and Diversity of Learners
a. Exhibited a learner-centered culture that promotes success

by using effective teaching strategies that respond to their
linguistic, cultural, socioeconomic, and religious backgrounds.
b. Evaluated with colleagues teaching strategies that are

responsive to the special educational needs of learners in
difficult circumstances*, including: geographic isolation;
chronic illness; displacement due to armed conflict, urban
resettlement, or disasters; child abuse and child labor practices
128
c. Used effective strategies for providing timely, accurate and
constructive feedback to encourage learners to reflect on and
improve their own learning
3. Curriculum and Planning
a. Advised and guided colleagues in the selection,

organization, development and use of appropriate teaching and
learning resources, including ICT, to address specific learning
goals
b. Modelled to colleagues the setting of achievable and

challenging learning outcomes that are aligned with learning
competencies to cultivate a culture of excellence for all
learners.
4. Community Linkages and Professional Engagement
a. Guided colleagues to strengthen relationships with parents/

guardians and the wider school community to maximize their
involvement in the educative process
b. Contributed actively to professional networks within and

between schools to improve knowledge and to enhance
practice
c. Initiated professional reflections and promote learning

opportunities with colleagues to improve practice
5. Assessment and Reporting
a. Performed various related works/activities that contribute to

the teaching learning process.
B. For Teacher I – III Only
129
1. Content Knowledge and Pedagogy
a. Applied knowledge of content within and across curriculum

teaching areas.
b. Ensured the positive use of Information and

Communications Technology to facilitate the teaching and
learning process.
c. Applied a range of teaching strategies to develop critical and

creative thinking, as well as other higher-order thinking skills.
2. Learning Environment and Diversity of Learners
a. Established a learner centered culture by using teaching

strategies that respond to their linguistic, cultural,
socioeconomic and religious backgrounds.
b. Planned and delivered teaching strategies that are responsive

to the special educational needs of learners in difficult
circumstances*, including: geographic isolation; chronic
illness; displacement due to armed conflict, urban resettlement
or disasters; child abuse and child labor practices.
c. Used strategies for providing timely, accurate and

constructive feedback to improve learner performance.
3. Curriculum and Planning
a. Selected, developed, organized and used appropriate

teaching and learning resources, including ICT to address
learning goals.
b. Set achievable and appropriate learning outcomes that are

aligned with learning competencies.
4. Personal Growth and Professional Development
a. Built relationships with parents/ guardians and the wider

school
130
community to facilitate involvement in the educative process.
b. Participated in professional networks to share knowledge

and to enhance
practice.
c. Developed a personal improvement plan based on reflection

of one’s practice and ongoing professional learning.
5. Assessment and Reporting
a. Performed various related works/activities that contribute to

the teaching learning process.
CORE BEHAVIORAL COMPETENCIES
1. Self-Management
a. Sets personal goals and direction, needs and development.
b. Undertakes personal actions and behaviors that are clear and

purposive and takes into account personal goals and values
congruent to that of the organization.
c. Displays emotional maturity and enthusiasm for and is

challenged by higher goals.
d. Prioritizes work tasks and schedules (through Gantt charts,

checklists, etc.) to achieve goals.
e. Sets high quality, challenging, realistic goals for self and

others.
2. Professionalism and Ethics
a. Demonstrates the values and behavior enshrined in the

Norms of Conduct and Ethical Standards for public officials
and employees (RA 6713).
131
b. Practices ethical and professional behavior and conduct
taking into account the impact of his/her actions and decisions.
c. Maintains a professional image: being trustworthy,

regularity of attendance and punctuality, good grooming and
communication.
d. Makes personal sacrifices to meet organization’s needs.
e. Acts with a sense of urgency and responsibility to meet

organization’s needs, improve systems and help others
improve their effectiveness.
3. Result Focus
a. Achieves results with optimal use of time and resources

most of the time.
b. Avoids rework, mistakes and wastage through effective

work methods by placing organizational needs before personal
needs.
c. Delivers error-free outputs most of the time by conforming

to standard operating procedures correctly and consistently.
Able to produce very satisfactory quality of work in terms of
usefulness/acceptability and completeness with no supervision
required.
d. Expresses a desire to do better and may express frustration

at waste or inefficiency. May focus on new or more precise
ways of meeting goals set.
e. Makes specific changes in the system or in own work

methods to improve performance. Examples may include
doing something better, faster, at a lower cost, more efficiently,
or improving quality, customer satisfaction, morale, without
setting any specific goal.
4. Teamwork
132
a. Exhibit willingness in accomplishing his/her share of
responsibility.
b. Promotes collaboration and removes barriers to teamwork

and goal accomplishment across the organization.
c. Applies negotiation principles in arriving at win-win

agreements.
d. Drives consensus and team ownership of decisions.
e. Works constructively and collaboratively with others and

across organizations to accomplish organizational goals and
objectives.
5. Service Orientation
a. Explain and articulate organizational directions, issues and

problems.
b. Takes personal responsibility for dealing with and/or

correcting customer service issues and concerns.
c. Initiates activities that promotes advocacy for men and

women empowerment.
d. Participates in updating of office vision, mission, mandates

and strategies based on DepEd strategies and directions.
e. Develops and adopts service improvement programs through

simplified procedures that will further enhance service
delivery.
6. Innovation
a. Examines the root cause of problems and suggests effective

solutions. Fosters new ideas, processes, and suggests better
ways to do things (cost and/or operational efficiency).
133
b. Demonstrates an ability to think “beyond the box”.
Continuously focuses on improving personal productivity to
create higher value and results.
c. Promotes a creative climate and inspires co-workers to

develop original ideas or solutions.
d. Translates creative thinking into tangible changes and

solutions that improve the work unit and organization.
e. Uses ingenious methods to accomplish responsibilities.

Demonstrates resourcefulness and the ability to succeed with
minimal resources.
Source: Pinas, T. (2021, July 19). IPCRF Templates 2021
Thank You and God Bless!!!
134
APPENDIX G
RAW DATA SHEET
SEX AGE CIVIL STATUS POSITION NO. OF YEARS IN SERVICE
Female 20-35 years old Married Teacher I 11-15 years
Male 36-50 years old Married Teacher I 11-15 years
Female 36-50 years old Married Teacher II 11-15 years
Male 51-65 years old Married Teacher II 11-15 years
Male 20-35 years old Single Teacher II 11-15 years
Female 20-35 years old Single Teacher II 11-15 years
Male 36-50 years old Married Teacher III 11-15 years
Female 36-50 years old Married Teacher III 11-15 years

135
Female 36-50 years old Widowed Teacher III 11-15 years
Male 36-50 years old Single Teacher III 16-20 years
Female 51-65 years old Single Teacher III 16-20 years
Female 36-50 years old Married Teacher II 21-25 years
Male 36-50 years old Married Teacher III 26 years and above
Female 36-50 years old Married Teacher III 26 years and above
Female 36-50 years old Married Teacher III 26 years and above
136
Female 51-65 years old Single Teacher III 26 years and above
Female 36-50 years old Widowed Teacher III 26 years and above

137
Male 20-35 years old Single Teacher I 6-10 years
Male 20-35 years old Single Teacher I 6-10 years
Female 20-35 years old Single Teacher I 6-10 years
Male 36-50 years old Single Teacher II 6-10 years

138

139
Female 36-50 years old Widowed Teacher III 6-10 years
Male 20-35 years old Married Teacher I Less than 5 years
Female 20-35 years old Married Teacher I Less than 5 years

140
Male 20-35 years old Single Teacher I Less than 5 years
Female 20-35 years old Single Teacher I Less than 5 years
141
142
Female 20-35 years old Single Teacher II Less than 5 years
Female 20-35 years old Married Teacher III Less than 5 years
Female 20-35 years old Married Teacher III Less than 5 years
Male 20-35 years old Single Teacher III Less than 5 years
Female 20-35 years old Single Teacher III Less than 5 years
Female 36-50 years old Married Master Teacher I 11-15 years
Female 51-65 years old Married Master Teacher I 26 years and above
Female 51-65 years old Married Master Teacher I 26 years and above
Female 20-35 years old Single Master Teacher I 6-10 years
Male 36-50 years old Married Master Teacher I 11-15 years
Male 36-50 years old Single Master Teacher I 11-15 years
Male 36-50 years old Single Master Teacher I 11-15 years
Male 51-65 years old Married Master Teacher I 6-10 years

143
(For Teachers I-III)
PART III. PERFORMANCE OF PUBLIC JUNIOR HIGH SCHOOL TEACHERS

DURING WORK FROM HOME SET-UP
FUNCTIONAL COMPETENCIES
144
145
146
147
148
149
(For Master Teachers I-IV)

FUNCTIONAL COMPETENCIES
150
151
152
153
154
155
CHENET ANN D. DOCTOLERO
Brgy. Gulod, Calatagan Batangas
Contact No: 0955-807-3632
Email Add: chenetann.11@gmail.com
PERSONAL BACKGROUND:
Age : 21 years old Height : 4’11

Date of Birth : January 11, 2000 Weight : 55 lbs.
Place of Birth : Brgy. Gulod, Calatagan Batangas Civil Status : Single
Sex : Female Nationality : Filipino
EDUCATION:
Tertiary Level:
Batangas State University ARASOF, Nasugbu, Batangas
Bachelor of Science in Business Administration Major in Human Resource Management
2018 - 2022
Secondary Level (Senior High School) Secondary Level (Junior High School)
Senior High School in Calatagan Lucsuhin National High School
Poblacion II, Calatagan Batangas Lucsuhin, Calatagan Batangas
2016 -2018 2012 – 2016
ACHIEVEMENTS:
Academics Achiever with Honors Academics Achiever with Honors

Senior High School in Calatagan Senior High School in Calatagan
Poblacion II, Calatagan, Batangas Poblacion II, Calatagan, Batangas
April 2018 SY 2017-2018 April 2017 SY 2017-2018
Award for Work Immersion Academics Achiever with Honors

Senior High School in Calatagan Lucsuhin National High School
Poblacion II, Calatagan, Batangas Lucsuhin, Calatagan, Batangas
April 2018 SY 2017-2018 April 2017 SY 2016-2018
156
RELEVANT EXPERIENCE:
Work Immersion: Trainee

Banco ng Masa
EZ Mart, Km1, National Highway, Calatagan, Batangas
January 4, 2018 – January 25, 2018
ACTIVITIES:
HR Today: Pivoting Human Resource Management in the Times of COVID-19, October 2021
HR Leading with a Purpose, September 2021
How do you make HR Decisions when everything is Uncertain, September 2021
Strategic Human Resources: The Future of the Profession, September 2021
HR New Normal, New Outlook, September 2021
The Value of Self Learning, August 2021
Employee Engagement Through Digital Transformation, March 2021
You Don’t Need to Be Miserable to Be Successful (Work Life Balance), March 2021
The Self- Development of The HR Practitioner in Times of Crisis, April 2021
Mental Health Matters: Wellness Strategies for Students and Teachers, April 2021
Flexible Work Arrangements: Labor Standards During Pandemic, December 2020
Junior People Management Association of the Philippines, Treasurer, August 2019-2020
CHARACTER REFERENCE:
Assoc. Prof. Marithel D. Tiangco Lillosa G. Madrigal
Dean of Colleges Cabheim Department Cash Department Head/Cashier
Batangas State University ARASOF Nasugbu Caritas Banco ng Masa
R. Martinez Street Brgy. Bucana Nasugbu, Batangas Gulod, Calatagan Batangas
I hereby certify that the information above is true and correct.
CHENET ANN D. DOCTOLERO

STUDENT
157
CHERWAYNE MAY R. DELOS SANTOS
Brgy. Papaya, Nasugbu, Batangas
Contact No: 0967-621-6342
Email Add: cherwaynemaydelossantos029@gmail.com

Date of Birth : October 29, 1999 Weight : 40 lbs.
Place of Birth : Brgy. Papaya Nasugbu, Batangas Civil Status : Single
Sex : Female Nationality : Filipino
EDUCATION:
Tertiary Level:
2018 - 2022
Secondary Level (Senior High School) Secondary Level (Junior High School)
Nasugbu West Senior High School Looc National High School
2016-2018 2012-2016
ACHIEVEMENTS:
Academics Achiever with Honors Academics Achiever with Honors

Nasugbu West Senior High School Looc National High School
April 2018 SY 2017-2018 April 2012 SY 2012-2016
Academics Achiever with Honorable Mention

Papaya Elementary School
April 2006 SY 2006-2012
158

Chateau Royale Hotel
Restaurant Spa
KM 72 Batulao Nasugbu, Batangas
November 28, 2017- December 08, 2019
ACTIVITIES:
 How EQ can help us be resilient in this pandemic October 9, 2021
 HR Today: Pivoting Human Resource Management in the Times of Covid -19
October 9, 2021
 How to be the best HR with the right heart. October 2, 2021
 How do you make strategic HR decisions when everything is uncertain?
 The Value of Self Learning August 28, 2021
Assoc. Prof. Marithel D. Tiangco
Dean of Colleges Cabheim Department
Batangas State University ARASOF Nasugbu
R. Martinez Street Brgy. Bucana Nasugbu, Batangas
CHERWAYNE MAY R. DELOS SANTOS
STUDENT
159
EUGENIO O. MAGTIBAY
Brgy. Putat, Nasugbu, Batangas
Contact No: 0953 126 6558
Email Add: eugenioomagtibay@gmail.com

Date of Birth : January 16, 1999 Weight : 53 lbs.
Place of Birth : Brgy. Putat, Nasugbu, Batangas Civil Status : Single
Sex : Male Nationality : Filipino
EDUCATION:
Tertiary Level:
2018 - 2022
Secondary Level (Senior High School)

Pantalan Senior High School
Pantalan Nasugbu Batangas
June 2016- 2018
Secondary Level (Junior High School)

Dr. Crisogono B. Ermita Senior Memorial National High School
Roxaco Nasugbu Batangas
June 2012- March 2016
Primary Level
Nasugbu West Central School
Nasugbu, Batangas
June 2006- March 2012
160

Municipality of Nasugbu
Nasugbu Batangas
March 2018
Assoc. Prof. Marithel D. Tiangco Hon. Obeth Concepcion
Dean of Colleges Cabiehm Department Barangay Captain
Batangas state University ARASOF Nasugbu Brgy. Putat Nasugbu Batangas
R. Martinez St. Brgy. Bucana Nasugbu Batangas
EUGENIO O. MAGTIBAY
STUDENT
161

Bsba 18 WFH

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Bsba 18 WFH

Uploaded by

Copyright:

Available Formats

IMPACT OF WORK FROM HOME TOWARDS THE PERFORMANCE OF

PUBLIC JUNIOR HIGH SCHOOL TEACHERS IN CALATAGAN,

BATANGAS DURING COVID-19 PANDEMIC

Chenet Ann D. Doctolero

Cherwayne May R. Delos Santos

College of Accountancy, Business, Economics,

and International Hospitality Management

BATANGAS STATE UNIVERSITY ARASOF - NASUGBU

PUBLIC JUNIOR HIGH SCHOOL TEACHERS IN CALATAGAN,

BATANGAS DURING COVID-19 PANDEMIC

the faculty committee of the College of Accountancy, Business, Economics, and

International Hospitality Management

Batangas State University ARASOF - Nasugbu

of the requirements for the Degree

Bachelor of Science in Business Administration

Major in Human Resource Management

Chenet Ann D. Doctolero

Cherwayne May R. Delos Santos

Chenet Ann D. Doctolero

Cherwayne May R. Delos Santos

to the realization of this study.

and His showers of blessings throughout the study.

To Batangas State University ARASOF-Nasugbu for providing education to the

To Asst. Prof. Marithel J. Tiangco, Associate Dean of CABEIHM, for the

efforts are very much appreciated.

To the panel members for their comments, suggestions, and constructive

criticisms for the improvement of the research study.

appreciation to the following individuals who generously contributed to the realization of

friends, to our professors and to Batangas State University ARASOF-Nasugbu.

In partial fulfilment for the degree of Bachelor of Science in Business

Approved by the Examining Committee with the grade of _____

ALLAN NOEL G. TIANGCO, MBA

CHERRY U. BANTA, MPA SHERILYN D. MACARAIG, MBA

Date of Oral Examination:

Accepted in partial fulfilment of the requirements for the degree of:

MARITHEL J. TIANGCO, MBA

PUBLIC JUNIOR HIGH SCHOOL TEACHERS IN CALATAGAN,

BATANGAS DURING COVID-19 PANDEMIC

Chenet Ann D. Doctolero, Cherwayne May R. Delos Santos, Eugenio O. Magtibay

in terms of Functional competencies, and Core behavioral competencies. The significant

performance as expressed in the Individual Performance Commitment and Review Form

(IPCRF). Keywords: performance, competencies covid-19 pandemic, public junior high

CHAPTER 1. THE PROBLEM

CHAPTER II. REVIEW OF RELATED LITERATURE

CHAPTER III. RESEARCH METHOD

CHAPTER 4. PRESENTATION, ANALYSIS AND INTERPRETATION OF

CHAPTER 5. SUMMARY OF FINDINGS, CONCLUSIONS AND

Figure 2.1 Research Paradigm of the Study ………………………………….……….. 15

study, statement of the problem, theoretical framework, conceptual framework,

Nowadays, the COVID-19 pandemic is one of the current worldwide public

the virus and to flatten the infection curve.

Hochberg, 2020), discrimination (Habibi et al., 2020), misinformation, and disputes

which caused worldwide temporary closure of schools.

However, teachers are transitioning through an uncertain period in terms of their

having difficulties in the transition from face-to-face to online.

exacerbating long-standing achievement gaps along racial and socioeconomic lines.

advantageous in terms of allowing people to maintain a work-life balance while also

supporting organizations in accomplishing tasks efficiently and effectively.

No.011, s.2020 or Revised Guidelines on Alternative Work Arrangements signed by

Undersecretaries Jesus Mateo and Revsee Escobedo. This memorandum strongly

arrangement is applicable for employees that can be performed using alternative

arrangements (AWA) options and advice to colleges, departments, community learning

employees. Maximum organizational capability can be achieved even without the