CASE 1

WHEN THE CLASSROOM BECOMES

THE STOREROOM

Ever since I have been transferred to the current department

that I am handling now, everything has been smooth sailing
regardless of the various feedbacks given to me by the previous
department head. The teachers were supportive, participative and
active in the operation of the activities that we have. Although
some have some clamors about what has been going on due to
some changes and rush submissions, they have very cooperative.
However, time comes when we were required to have room
structuring even if we were still in the pandemic and the mode of
learning is through module. We were required to clean our rooms
and abide to the guidelines set forth by the higher office. By then a
lot of the teachers were already airing out their sentiments about
the said activity. I was then assigned by the school head to lead in
the dissemination of the information and also in the crafting of the
tool to assess the rooms of the teachers.

This time, most of the teachers in my department were

already starting to do the room structuring slowly, one step at a
time through my guidance. Most of them were able to do the task
halfway and some were already starting to finish even the putting
up of the display boards and the likes. Except for one teacher. This
teacher has been performing considerably well particularly in
paper works, in co and extracurricular activities in the school and
in the department. It was observed also that this particular teacher
has been aiming to get outstanding rating every school year and
has been trying to be promoted.

As a department head, it is my duty to supervise, assess,

and evaluate as well as guide the teachers in the department as to
whatever activities and tasks are to be implemented and one of
this is the room environment particularly the rooms of the advisory
sections under my jurisdiction. Every week there is monitoring of
the rooms together with the distribution and retrieval of the
modules that were given to the students. It came to my attention
that this particular teacher has been doing the distribution and
retrieval in the lobby outside the classroom. It was observed that
the classroom had became a storeroom with all the chairs, shelves
and different materials were stacked anywhere around it. Modules
and instructional materials were just placed on the armchairs and
on the floor. The classroom was in topsy turvy situation.

In order to address the said problem with the teacher, a

department meeting was called immediately. As the teachers were
evaluated during the meeting one by one, problems were raised,
and it was iterated during the meeting the situation of the teacher’s
classroom. The teacher reasoned out that the classroom has so
many things and he has no time to do the sorting on his own. It
was then suggested that the teacher can solicit the help of other
teachers but then refused. The teacher was given 1 week to clear
the classroom and arrange it accordingly. However, another week
passed, and nothing had been done. Then a month passes by,
still, nothing was done. The teacher just kept on promising to clean
up the room.
 Personally asked about the classroom, the teacher said that
there is no time to arrange it as there are several things to be
sorted and categorized. Besides, most of the instructional
materials several years past was still saved. Being a colleague and
knowing the teacher’s capacity, I gave the teacher a week to clear
the room, arrange it and conduct distribution ad retrieval inside the
classroom.

As the following week was Portfolio Day, I asked the

teachers to request the help of the parents and guardians who will
be coming to sign the cards to help also in the cleaning of their
classrooms and the surroundings of our building. The teacher was
personally asked to conduct the said activity. And because of this,
the department was able to complete cleaning the rooms and
conduct pre-evaluation of the rooms.

Continued monitoring has been done to these classrooms in

the department. Every quarter, the teachers were notified of the
instructional supervision conducted.
 CASE ANALYSIS
I. Title: Classroom as Storeroom

II. View Point: Department Head and Teachers

III. Time Context: First Quarter SY 2021-2022

(case is still on-going)

IV. Problem Statement: How to improve human behavior of

the
employees of the department

V. Statement of Objective: To improve the teachers

behavior in the department while
ensuring their welfare and
improving their capacity to perform
tasks assigned to them
.

VI. Areas of Consideration:

 Strengths:
1. School head empower department heads to
supervise, assess, monitor, and evaluate
teachers
2. Department heads were provided with tools
for monitoring and evaluation
3. Teachers are given enough time to perform
tasks with the guidance of the department
heads

 Weakness:
1. The lack of manpower to help in performing
some taxing tasks
2. Various teaching responsibilities are
performed during the time of the pandemic
3. Teacher concerned has other concerns aside
from school matters

 Opportunities:
 1. In terms of competence, the department
heads and teachers would be fully developed
given enough time to perform tasks that are
purely teaching related
2. Teachers can fully perform tasks also if they
allocate enough time to do tasks within the
school without outside businesses
3. Teachers will improve behavior if they are
empowered to do tasks with guidance and
proper guidelines

 Threats:
1. Students have the tendency to perform
negatively as reflected by the teacher
2. The incident may create negative image to
the teacher, department and the school as a
whole.
3.The parents and guardians will give negative
comments and suggestions as to the
situation of the classroom

VII: Assumptions:
1. Family matters/problems affect teachers’
performance
2. Monetary concerns particularly in the room
structuring may also affect

VIII: Alternative Courses of Action:

ACA 1: Re-orientation of the duties and

responsibilities of the teachers

ACA 2: Make written policies and guidelines for

some of the additional tasks given to the
teachers to know the scope of their respective
responsibilities

ACA 3: Create incentive programs for extended

hours of working
IX: Analysis:

ACA 1:

Re-orientation of the duties and responsibilities of

the teachers

Advantages Disadvantages

1. Re-orientation will promote 1. Additional tasks of teachers

awareness of the duties and not related to teaching will be
responsibilities of teachers regarded negatively
especially those who are not
education graduates 2. This may not solve the
problem right away because
2. Productivity may increase if other related tasks are not well
the teachers are made aware stipulated.
of their duties and
responsibilities

ACA 2:

Make written policies and guidelines for some of

the additional tasks given to the teachers to know the
scope of their respective responsibilities
Advantages Disadvantages

1. These workplace and 1. Preparation and approval of

additional policies, if properly policy take long time to be
observed, will ensure that they completed.
are necessary

2. The policies and guidelines 2. To be able to let the teachers

will clearly address the types of know about the new policies
conduct that teachers have to and guidelines, the SH would
follow and events that might have to lead for the
constitute complaints and dissemination of policies.
clamors will be prevented.
3. If the teacher will abide the
rules and policies, there will be
harmonious relationship
among them and they as well
as the students will benefit in
the long run
3. Teachers may find it hard to
comply with new policies and
procedures because they have
already used to the old policies
and guidelines.
4. Policies, if not strictly
enforced, will still not be
effective.

ACA 3:

Create incentive programs for extended hours of

working

Advantages Disadvantages

1. Productive teachers stand 1. Productive individuals with a

out, while the areas lacking in
less efficient ones will become
more apparent. Time spent on
a specific task and the quality
of individual work can be more
thoroughly assessed.
2. Incentive programs will
benefit efficient and productive
teachers. This also helps
motivates less productive
employees to work harder and
earn the same benefits.  throughout the workplace.
large number of benefits or
bonuses may become the
subject of jealousy from co-
workers. This can potentially
produce a hostile work
environment that is
uncomfortable to many.
2. Incentive programs may also
produce feelings of a lack of
objectivity and even favoritism,
with management staff and will
result to lower overall morale

3. This can lead to increase in 3. Teachers may take ineligible

quality of the services they over time.
render.

4. Profitability of the school will 4. Incentive plans can become

also increase due to the time-consuming and costly to
improved productivity. monitor.
X: Conclusion:

Variables:

 Cost Effectiveness – means economical in terms of

tangible benefits produced by money spent

 Timeliness – occurring at a suitable time; well timed

 Easy implementation – the leniency of the action to

be carried out, executed, or practiced

Rating System:

 1 being the lowest

and
 3 being the highest

Decision Matrix:

ACA Cost Timeliness Easy Total

Effectiveness implementation

ACA 1 3 2 3 8

ACA 2 1 2 1 4

ACA 3 1 3 1 5

Conclusion:

I therefore conclude that ACA 1, re-orientation of

the duties and responsibilities of the teachers can solve
problems with regards to human behavior in the
school.
XI: Plan of Action:

Activity Person Period Budget

Responsible Covered

Prepare of draft of the SH/DH 1 to 2 -

proposal assigned weeks

The draft to be SH/DH 3 to 5 days -

presented for assigned
approval and sign off

Coordination of 3-4 weeks P10,000

resources and for snacks
personnel to achieve SH/DH and
the intended goals: assigned materials
1. Re-orientation
of duties and
responsibilities
through
meetings/SLAC/
seminars
2. Sending
communication letters
with attached newly
approved policies, to
all employees

****************
 Graduate School
Asian Development Foundation College, Inc.
Tacloban City

WHEN THE CLASSROOM BECOMES

THE STOREROOM

A CASE STUDY

A Case Study Presented to

Dr. Editha Jacer

In Partial Fulfillment of the Requirements in

Human Behavior, Organizational Culture, and
Institutional Development
PhD 519

Anna Larissa A. Bargamento

Student