Republic of the Philippines

CAVITE STATE
UNIVERSITY
Don Severino de las Alas Campus
Indang, Cavite

Ethical Dimensions of Management

(MNGT220)

THE “NEW NORMAL” Work Arrangement of Elementary Teachers in Private Schools of

Barangay Punta I, Tanza, Cavite
Research Paper

Submitted by

Grace M. Rosal
MAED

Submitted to

Professor Lina Abogadie

THE “NEW NORMAL” Work Arrangement of Elementary Teachers in Private Schools of
Barangay Punta I, Tanza, Cavite

Introduction

“Whatever is happening in the country, whatever challenges we are facing, education must

continue, education cannot wait, our learners cannot wait, we continue with the process so we

can give hope and continuity, and contribute to the normalization of activities of our country.” -

Education - Secretary Leonor Magtolis Briones (October 2020).

Due to the COVID-19 pandemic, the conventional face-to-face learning engagement of

teachers and students has been suspended. The national government, particularly the Department

of Education (DepEd), implemented a distance learning approach as an urgent response to ensure

continuity of education. The Philippines is in the process of adapting to the new normal form of

education at present through continuous innovations and active involvement and participation of

educators. Likewise, the work arrangement of teachers especially in the private schools has been

affected of this change.

The key purpose of this research is to identify the current work arrangement of teachers,

especially in private schools. The current workload, work environment, and work morale were

identified through a mixed quantitative and qualitative approach by conducting surveys to the 32

elementary teachers in private schools located at Barangay Punta I, Tanza, Cavite

Statement of the Problem

Generally, the study is conducted to determine the “new normal” work arrangement of

elementary teachers in private schools of barangay Punta I, Tanza, Cavite.

Specifically, the study sought to answer the following questions:

1. What is the demographic profile of elementary teachers in private schools of

barangay Punta I, Tanza, Cavite?

2. What is the work arrangement of elementary teachers in terms of

a. workload

b. workplace

3. What is the work morale of elementary teachers in private schools of barangay Punta I,

Tanza, Cavite?; and

4. What could be the feasible work arrangement in the “new normal” setup for the

elementary teachers in private schools of barangay Punta I, Tanza, Cavite?

Objectives of the Study

Generally, the study is conducted to determine the “new normal” work arrangement of

elementary teachers in private schools of barangay Punta I, Tanza, Cavite.

Specifically, the study aimed to:

1. Determine the demographic profile of elementary teachers in private schools of

barangay Punta I, Tanza, Cavite.

2. determine the work arrangement of elementary teachers in terms of

c. workload

d. workplace

3. determine the work morale of elementary teachers in private schools of Barangay Punta

I, Tanza, Cavite; and to

4. develop a feasible work arrangement in the “new normal” setup as perceived by

the elementary teachers in private schools of Barangay Punta I, Tanza, Cavite.

Conceptual Framework of the Study

Figure 1 presents the schematic diagram of the study. In this framework, the demographic

profile and work arrangement served as the independent variables while the feasible work

arrangement for the participants was the dependent variable in the study.

Lastly, the researcher aimed to create a feasible work arrangement as perceived by the

participants of the study.

Input Process Output

Socio-economic Profile  Administering of
Age questionnaires Feasible “New Normal”
Sex  Tabulation of Work Arrangement for
Civil Status participants’ responses the Elementary
Educational Attainment  Statistical analysis of Teachers in Private
data and interpretation Schools of Barangay
Punta I, Tanza, Cavite
Work Arrangement
Workload
Work Environment
Work Morale

Figure 1. Conceptual Framework of the New Normal Work Arrangement of Teachers in Private
Schools of Barangay Punta I, Tanza, Cavite
Significance of the Study

The concept of alternative work arrangement has been a new trend during this pandemic

situation. Moreover, teachers both in private and public schools are exploring alternative methods

in delivering instructions to learners, especially the distance learning. This study is focused on

determining the current work arrangement of the elementary teachers in private schools . The

findings could serve as a reference in designing alternative work arrangement for teachers and

scheduling classes for learners. These all could be beneficial to private school administrators,

teachers, parents and learners.

Time and Place of the of the Study

The study was conducted in the elementary private schools located at Barangay of Punta

I, Tanza, Cavite from January to February 2022.

Scope and Limitation of the Study

The study primarily focused on determining the “new normal” work arrangement of

elementary teachers in private schools of Barangay Punta I, Tanza, Cavite.

The study was limited to age, sex, civil status and highest educational attainment.

Meanwhile, work arrangement was limited only to workload, work environment, and work morale.
Definition of Terms

Demographic Profile. Participant’s personal information such as age, sex, civil status and

highest educational attainment.

Work Arrangement. Arrangement of the participants with their employers in terms of

workload and work environment.

Workload. Job arrangement of the participants in terms of teaching modality, work hours

and other job assignments aside from teaching.

Work Environment. The setting in terms of social features and physical conditions in

which the job is currently performed.

Work Morale. Is the overall viewpoint of the participants in their job, including emotions,

attitudes, outlook, and satisfaction level.

Participants. Teachers in the private elementary schools who are employed during School

Year 2021-2022.
 Review of Related Literature

This section deals with the literature and information gathered from different sources for a

better understanding of the problems under study.

The ability of learners and teachers to interact, collaborate and build relationships with

other members was a source of satisfaction for students (Biasuttie 2011) and greatly influenced

the cohesion of learning communities (Komninou 2017), the co-construction of knowledge among

participants (Jaber et al. 2018; Jackson and Jones 2019) and the impact of online teaching and

learning practices (Bicen, Ozdamli, and Uzunboylu 2014; Yeh, 2009). Only Rakap, Jones, and

Emery (2015) found scarce interactions and difficulties in building relationships with classmates

to have little impact on teachers’ learning and focused on course content to compensate for these

social limitations. Out of the social affordances of online tools, collaboration was seen as a key

feature (Theelen et al. 2020) and an effective approach to social presence included consistent

participation, prompt communication, regular group discussion, timely and relevant contributions

and commitment to the task (Vinagre 2017).

Distance learning, also called distance education, e-learning, and online learning, is a form

of education in which the main elements include physical separation of teachers and students

during instruction and the use of various technologies to facilitate student-teacher and student

communication (Simonson, 2020). This is in line with the definition of Means which regards

online learning as an educational instruction that occurs using web-based technology, which may

be engaged in completely asynchronously or with components of synchronous learning, and with

no located face-to-face class time (Means, et. al., 2009). Distance education technology allows

students to take advantage of the convenience and flexibility of taking classes at the times and

locations they prefer (Tuckman, 2007).Based on these definitions, we can see that teachers and
students are separated in terms of distance or space, but not necessarily by time. Online learning

is thought to have several advantages over traditional face-to-face and blended education,

including flexibility and accessibility to study anywhere, at any time, without requiring one’s

physical presence at a campus location (Means, Toyama, Murphy, Bakia, & Jones, 2009; Van

Doorn & Van Doorn, 2014). In addition, learning becomes more learnercentered since it promotes

greater participation from them (Markova,et. al., 2017).

Work Environment

The global pandemic we face in 2020 has caused a huge intrusion into the special

relationship between teachers and their students. Clandinin and Connelly (1996) described the

“out-of-classroom” (e.g., policies, research, senior administration) and “in-classroom” (e.g.,

interactions with students, collaborative relationships) spaces in education. It is difficult to

remember a time when the out-of-classroom space has ever intruded more on the in-classroom

space. Teaching is an interaction (Jones, 2017), and COVID-19 has severely diminished this

interaction; for example, students with limited internet access were not able to see one another on

Zoom like many others, depersonalizing the “classroom” environment. While teaching was

already a difficult, complex profession, COVID-19 has pushed aside some of the heartwarming,

relational positives for teaching and replaced them with stress, increased demands, and worry

about student safety.

The study found out that teachers may be equipped with the knowledge and skills for

online learning but without the needed support from the school administration particularly

on technological resources, online learning will not be successful. Teachers need equipment that

will meet the technological requirements of online teaching. Having a more stable and dependable

internet connection at home will enable them to carry out more effectively and creatively
online teaching and learning. In order to ensure that students are guided and accompanied in

this new normal in education, communication guidelines and systems must be in place. Based

on these findings, it can be concluded that online learning will become impossible if there are no

technological equipment and infrastructure. Teachers have to be provided with the needed

technological equipment and support by the school. A well-established communication system

will enable all stakeholders to participate and support in the new mode of teaching and learning.

Above all, a learning continuity plan must be in place that will guide the community in

carrying out their duties and responsibilities in online learning. The new normal in education

requires a strong partnership and collaboration between the school administration, students, and

parents. With less supervision, the new normal in education means being more responsible,

diligent, and understanding. It is a challenging situation where honesty, integrity, and charity

have to be observed all the time

Work Morale

Employee morale is an issue actively discussed by researchers, while it is one of the

determinants of an organization’s success. Employee morale is especially important in the

services sector, while the quality of the services provided is highly dependent on it. Raja and

Kumar (2015) provide detailed review of the category and specify the key factors affecting it. The

res earchers define employee morale as a combination of total job satisfaction and the

atmosphere prevailing in the workplace. It is a complex phenomenon constituted from an

individual’s feelings and attitudes, largely influenced by the level of the mental strength of a

person, expressed in such characteristics, as self-confidence, optimism, and positive mental

attitude.
 Herzberg’s two-factor theory is aligned with Maslow’s 1954 hierarchy of needs. Maslow

classified the basic needs of individuals into five separate categories: “physiological, safety and

security, belongingness, esteem, and self-actualization” 22 (Lester, 2013, p. 15). Maslow’s

hierarchy sequenced the level of needs from when a person was born through adulthood (Lester,

2013), whereas Herzberg’s two-factor theory applied the levels of needs to the workplace in

adulthood (Cinar et al., 2011; Dartey-Baah & Amoako, 2011). According to Dartey-Baah and

Amoako (2011), hygiene factors include physiological, safety and security, and belongingness;

and motivation factors include esteem and self-actualization.

Teachers' personal and professional lives have now been fully integrated in response to

COVID-19 and the emergency transition to virtual learning. Teachers are now attempting to teach

Common Core math over Zoom to a group of students and parents while simultaneously

parenting their own children and caring for their homes and other loved ones. This mash-up of

lives brings to light a reality that has always been present for teachers: the separation between

the personal and professional self is somewhat of a fallacy. This is a lovely but messy and

challenging reality for teachers, especially in the current context. The emotional challenges

associated with this drastic change also relate to teacher identity.

No single theory for needs, motivation, or satisfaction exists. The earliest studies of

motivation involved an examination of individual needs (Bolman & Deal, 2008). An existential

psychologist, Abraham Maslow, was a pioneer of motivational theory. Maslow (1954) developed

one of the most prominent theories on human needs and motivation. The theory's core is that

individuals’ most basic needs must be met before they become motivated to achieve higher level

needs. Individuals are motivated by a variety of wants, some more fundamental than others. The

hierarchy is composed of five levels: (1) physiological, (2) safety, (3) social/belonging, (4)

esteem,
(5) self-actualization (Mangi et al., 2015; Sandhya & Kumar, 2011). An employer utilizing this

philosophy will successfully identify and meet employees' needs to increase productivity and

employee efficiency (Bolman & Deal, 2008; Sandhya & Kumar, 2011).

Operating under the mindset that investing in people is a benefit, not a cost, will create

and retain a skilled and committed workforce that promotes employee satisfaction. To garner

higher levels of teacher satisfaction, thus leading to teacher retention, Moores-Abdool and Voigt

(2007) applied Maslow’s theory to educational research. Findings indicated that when reporting

an overabundance of work, due to both caseload and a lack of administrative support, teachers

feel isolated and morale decreases. These areas relate to teachers' psychological needs that must

be addressed to reach higher level needs and satisfaction, subsequently facilitating staff retention

(Moores-Abdool & Voigt, 2007). American psychologist and business management expert,

Frederick Herzberg, further developed the literature for motivational theories. The research of

Herzberg et al. (1959) offered 17 insight into the motivation of workers through their two-factor

motivation-hygiene theory. The researchers sought to identify factors that led to satisfaction or

dissatisfaction. The research concluded the five motivational factors that consistently influence

positive work performance and attitudes are: (1) doing the job, (2) liking the job, (3) experiencing

success, (4) receiving recognition, and (5) moving upward as an indication of professional growth

(Herzberg et al., 1959)

 Methodology

This section describes how the study is conducted. This provides information on the

process involved in arriving at the research findings and solutions. It includes the research design,

sources of data, participants, sampling technique, data gathered, and statistical treatment of data.

Research Design

The research design refers to making decisions with regards to specific methods and

procedures adopted in the conduct of the study. The descriptive method of research is used in this

study; it is designed to gather information about the demographic profile, work arrangement and

to determine the work morale of the participants.

Participants of the Study

Table 1 shows the list of participants in the study. The researcher will choose all the

teachers that are currently employed as elementary teachers in the private schools located at

barangay Punta I, Tanza, Cavite.

Table 1. The participants of the study.

Private Schools Number of Teachers
Easterngrace Academy Inc. 4
Jhoan Christian Academy 5
Vitaatitsbest Academy Inc. 5
Chanceteam Christian Academy Inc. 5
Gil Fabillar Academy Inc. 5
Carissian Academy Inc. 3
Cuddlers Christian Academy 5
Total 32
 The participants of the study are the elementary teachers in private schools of barangay

Punta I, Tanza, Cavite. A survey questionnaire is used to obtain the needed information.

Information is based on personal data, experiences, and opinions provided by the participants.

Data Gathering

In the collection of data, the researcher used an online survey to gather data. The

researcher develop questions and create a web link for the access of the participants to the online

survey. The researcher will also explain the purpose of the study, assured that the answers will be

treated confidentially, and will wait until the participants finish the survey.

A research instrument will be used to gather information with the aim of satisfying the

research objectives. The first part contained items in identifying the demographic characteristics

of the participants such as age, sex, civil status and highest educational attainment. The second

part focus on the work arrangement such as work schedule and workloads. The third part is about

their personal rating in their work morale and the last part is about their preferred work

arrangement.

Statistical Treatment

To interpret the gathered data, the researcher will use frequency count, mean, percentage,

range, and ranking in determining the socio-economic profile, work arrangement, and work morale

of the participants.
 RESULT AND DISCUSSION

This chapter presents the demographic characteristics of the participants; work

arrangement in terms of workload and work environment; the work morale and lastly the preferred

work arrangement of the elementary private school teachers in the barangay of Punta I, Tanza,

Cavite.

Demographic Profile of Elementary Private School Teachers in the Barangay of Punta I,

Tanza, Cavite
Table 2 shows the data on demographic profile of elementary private school teachers in

the barangay of Punta I, Tanza, Cavite.

Table 1. Demographic characteristics of elementary teachers in barangay of Punta I, Tanza, Cavite

Frequency Percentage
Demographic Profile
(n=32) (%)
Sex
Male 5 16
Female 27 84

Age
23-25 21 66
26-28 4 13
29-31 2 6
32-34 1 3
35 and above 4 12

Civil Status
Single 24 75
Married 8 25

Highest Educational Attainment

College Graduate 22 69
With Masters Units 10 31

Sex. The majority (84%) of the participants were female while only 16 percent were
male.

It is manifested that females are more attractive to teaching than males.

 Age. Most of the participants (66%) ranged from 23 to 25 age bracket. It is perceived that

teachers in private schools were more likely newly hired teachers.

Civil Status. Theelementary teachers in private schools of barangay Punta I, Tanza, Cavite

are the majority (75%) single while only 25 percent were married.

Highest Educational Attainment. Most of the participants’ highest educational

attainment is college graduates while 10 of them were reported with units in masters studies

Work Arrangement in terms of Workload of Elementary Teachers in Private Schools of

Barangay Punta I, Tanza, Cavite

Table 3 shows the data on the current work arrangement in terms of the workload of

elementary teachers in private schools of barangay Punta I, Tanza, Cavite.

Table 3. Work Arrangement in terms of the Workload of Elementary Teachers in Private Schools
of Barangay Punta I, Tanza, Cavite
Workload Frequency Percentage
n=32 (%)
Teaching Modality
Online class 32 100

Work Hours
8 hours 32 100

Other Work Load n=10 31

Student Organization Adviser 1
Librarian 2
Registrar 3
School Head Teacher 4

Workload and Work Hours. All the participants were reported using online classes as a

teaching modality and they work eight hours daily.

 Other Workload. Ten of the participants agreed that they have other workloads aside

from teaching such as student organization adviser (1), librarian (2), registrar (3), and school

head teacher (4).

Work Arrangement in terms of Work Environment of Elementary Teachers in Private

Schools of Barangay Punta I, Tanza, Cavite

Table 4 shows the data on the current work arrangement in terms of the work environment

of elementary teachers in private schools of barangay Punta I, Tanza, Cavite.

Workplace and Workplace Description. Out of 32 participants, 25 of them were working

both from home and school while only seven of them reported that are working in the school

offices only. Meanwhile, those who work from home 19 of them describe their workplace as

“with a separated room designated for work only”, three of them said that they “share space with

other members of the household but with a designated corner or table for work”, lastly, three of

them agreed that they “share space with other members of the household and just get ready

during work hours then clean up after to save the space in the house”.

Communication with co-workers and school leaders. The majority (94%) of the

participants agreed that their school leaders and co-workers are very responsive in cases where

there is a need for support or clarification.

Communication with students. Eighty-eight of the participants agreed that their students

are very convenient to reach out in cases where there is a need to clarify or remind

announcements.
Table 4. Work Arrangement in terms of Work Environment of Elementary Teachers in Private
Schools of Barangay Punta I, Tanza, Cavite
Work Environment Frequency Percentage
n=32 (%)

Work Place
School 7 22
Both home and school 25 78

Workplace Description n=25

With separated room designated for work only 19
Share space with other members of the household but 3
with a designated corner or table for work.
Share space with other members of the household and 3
just get ready during work hours then clean up after to
save the space in the house.

Communication with co-workers and school

leaders
Very responsive 30 94
Sometimes responsive 2 6

Communication with students

Very responsive 28 88
Sometimes responsive 4 12

Work Morale of Elementary Private School Teachers in the Barangay of Punta I, Tanza,
Cavite.

Table 5 shows the data of work morale of elementary teachers in private schools of

barangay Punta I, Tanza, Cavite.

The table revealed that the participants’ work morale is “agree” in terms of the following

indicators: (1) I can work effectively with my total workload of subjects and grade levels to teach;

(2) I can do my job well because of the right equipment I have; (3) I can work effectively in my
current workplace; (4) My school leader is very accommodating if there is a need for support

related to the job; (5) My school leader is encouraging me to do my job better; (6) I have healthy

communication with my students, co-teachers, and school leaders; and (10) I am totally happy

with my job.

Meanwhile, the participants’ work morale is “neutral” in terms of the following indicators:

(7) I am confident that my students are learning despite the “new normal” situation; (8) My

compensation matches my workload; and (9) I am looking forward to continuing my teaching

career in the same school for the next school year.

Table 5. Work Morale of Elementary Teachers in Private Schools of Barangay Punta I, Tanza,
Cavite
Work Morale Mean Verbal
Interpretation
1. I can work effectively with my total workload of 2.72 Agree
subjects and grade levels to teach.
2. I can do my job well because of the right equipment I 2.63 Agree
have.
3. I can work effectively in my current workplace. 2.63 Agree
4. My school leader is very accommodating if there is a 2.63 Agree
need for support related to the job.
5. My school leader is encouraging me to do my job 2.59 Agree
better.
6. I have healthy communication with my students, co- 2.72 Agree
teachers, and school leaders.
7. I am confident that my students are learning despite the 2.41 Neutral
“new normal” situation.
8. My compensation matches my workload. 2.02 Neutral
9. I am looking forward to continuing my teaching career 2.31 Neutral
in the same school for the next school year.
10. I am totally happy with my job. 2.63 Agree
Overall 2.53 Neutral
*Legend: 1.00-1.55- Disagree 1.56-2.55- Neutral 2.56-3.00- Agree

Thus, the overall result of the participants’ work morale was “neutral” with an average

mean of 2.53
Feasible Work Arrangement as Perceived by the Elementary Teachers in Private Schools of
Barangay Punta I, Tanza, Cavite.

Table 6 shows the data of preferred work arrangements of elementary teachers in private

schools of barangay Punta I, Tanza, Cavite.

Table 6. Preferred Work Arrangements of Elementary Teachers in Private Schools of Barangay

Punta I, Tanza, Cavite
Frequency
Work Arrangement Percentage
n=32
Working Hours
8 hours 32 100

Teaching Modality
Online class 25 78
modular 7 22

Work Place
School 3 9
Both home and school 29 91

Equipment
books and other course material 32 100
computer 32 100
internet 32 100
*multiple responses

Elementary teachers in private schools were willing to work eight hours on a daily basis.

Seventy-eight percent of them preferred to teach online and are comfortable with working both

from home and school offices. Meanwhile, all of them agreed that they need equipment in

performing their jobs well such as books, course materials, computers, and the internet.
 SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary

The study sought to determine the following: (a) the demographic characteristics of

elementary teachers in private schools of barangay Punta I, Tanza, Cavite; (b) the work

arrangement of elementary teachers in private schools of barangay Punta I, Tanza, Cavite; (c) the

work morale of elementary teachers in private schools of barangay Punta I, Tanza, Cavite; and (d)

to develop a feasible work arrangement for elementary teachers in private schools of barangay

Punta I, Tanza, Cavite .

The respondents of the study were composed of 32 elementary teachers in private schools

of barangay Punta I, Tanza, Cavite. The researcher used a survey questionnaire as the main data

gathering instrument in identifying and collecting the data of the participants. Data on

demographic profile, work arrangement, and work morale was analyzed using descriptive

statistical tools such as frequency counts, percentage, mean, and ranges.

Findings revealed that most of the elementary teachers are using online class as teaching

modality and currently working both from home and school offices. Participants’ work morale is

neutral related to their current work arrangements. Lastly, all of them agreed that they need

equipment in performing their jobs well such as books, course materials, computers, and the

internet.
Conclusion

Based on the results of the study the following conclusions were drawn:

1. Most of the participants were female.

2. Most elementary teachers are aged 23 to 25 years old and with the highest

educational attainment of the college graduate.

3. Elementary teachers are teaching online and work both from home and school offices.

4. Participants’ work morale is neutral related to their current work setup.

5. All of the participants agreed that they need equipment in performing their jobs

well such as books, course materials, computers, and the internet.

Recommendation

In line with the conclusion, the researcher offers the following recommendations:

1. School Administrator and teachers have to work hand in hand to find ways in

making education more effective.

2. School Administration should put effort to uplift the work morale of the teachers.

3. Work from homework arrangements can be considered by the employers

even without the pandemic.

4. The findings of this research can be used as a reference for further studies.
 Appendices

.
Appendix 1. Survey Questionnaire

Republic of the Philippines

CAVITE STATE
UNIVERSITY (CVSU)
Don Severino de las Alas Campus
Indang, Cavite

OFFICE OF THE GRADUATE STUDIES / OPEN LEARNING COLLEGE

January 22, 2022

Dear Ma’am/ Sir:

I, Grace M. Rosal, currently taking my graduates studies in Master of Art in Education major in
Educational Management at Cavite State University, Indang Campus. As part of my final
requirement in the subject Ethical Dimensions of Management (MNGT220), I am conducting a
research paper entitled “The “New Normal” Work Arrangement of Elementary Teachers in
Private Schools of Barangay Punta I, Tanza, Cavite.”

In line with this, I am requesting your participation to answer the attached survey questionnaire.
It will only take you 5-10 minutes to finish the questions. Rest assured that your responses will
be treated as highly confidential and will only use as primary data for this research.

Thank you for your help in supporting my educational endeavors. Your responses will provide
useful and meaningful data in this research. If you need more details or have to clarify questions,
you can reach me at this mobile number 09751130639 or at my email address
rosalgrc12@gmail.com.

Respectfully,

Grace M. Rosal
 Republic of the Philippines
CAVITE STATE
UNIVERSITY (CVSU)
Don Severino de las Alas Campus
Indang, Cavite

OFFICE OF THE GRADUATE STUDIES / OPEN LEARNING COLLEGE

The “New Normal” Work Arrangement of Elementary Teachers in Private Schools of

Barangay Punta I, Tanza, Cavite

Date:

I. DEMOGRAPHIC PROFILE
Name (optional): Age: Sex: (M) (F)
School: Civil Status:

Highest Educational Attainment: College Graduate

with Masters units Masters Graduate
with Doctoral units Doctoral Graduate
II. WORK ARRANGEMENT
A. Work Load
Please select your current modality in teaching. You can select more than one.
online classes
modular
face to face classes
Please indicate your daily working hours:
Aside from teaching, please indicate your other workloads. You can select more than one.
I have no other workloads aside from teaching
Student Organization Adviser
Librarian
Registrar
School Head Teacher
others; please specify:
B. Work Environment
Where do you usually work in these “new normal” times?
in school office only
I work from home
I both work from home and in school

If you are working from home, kindly select the statement that best describes your workplace.
I have a separate room in my house with the necessary equipment for my job.
I share space with other members of the household but with a designated table or corner
for my work.
I share space with other members of the household but I just get ready my things
during work hours and keep it after to save the space.

In cases where you need help related to your job, how do you find the convenience in reaching
out with your co-teachers, school head, and principal?
they are very responsive and easy to contact
they are sometimes responsive
they are not responsive at all and so difficult to contact

In cases that you need something to remind your students, how do you find the convenience in
reaching out?
they are very responsive and easy to contact
they are sometimes responsive
they are not responsive at all and so difficult to contact
III. Work Morale. Direction: Please rate how you feel about the following statements related
to your current work arrangement.
“New Normal” Work Arrangement Agree Neutral Disagree
1. I can work effectively with my total workload of
subjects and grade levels to teach.
2. I can do my job well because of the right
equipment I have.
3. I can work effectively in my current workplace.
4. My school leader is very accommodating if there
is a need for support related to the job.
5. My school leader is encouraging me to do my job
better.
6. I have healthy communication with my students,
co-teachers, and school leaders.
7. I am confident that my students are learning
despite the “new normal” situation.
8. My compensation matches my workload.
9. I am looking forward to teach again in the same
school for the next school year.
10. I am totally happy with my job.

IV. Preferred Work Arrangements

Work hours. Kindly select the maximum span of hours that you are willing to work on a daily
basis.
3-4 hours 5-8 hours 9-12 hours more than 12 hours

Teaching modality. Kindly select the modality that you preferred to use in teaching.
modular online blended ( both modular and online)

Work Place. Where do you prefer to work?

home school both home and school

Equipment. Kindly select the things and equipment that you need in performing your job. You
can select more than one.
books and other course material computer
board, chalk, pen internet
others please specify:
Appendix 2. Statistical Data
1. I can work effectively with my total workload of subjects and grade levels to teach.
frequency total
responses values n=32 (value*frequency)
disagree 1 2 2
neutral 2 8 16
agree 3 23 69
sum 87
mean 2.72
interpretation agree

2 I can do my job well because of the right equipment I have.

frequency total
responses values n=32 (value*frequency)
disagree 1 1 1
neutral 2 10 20
agree 3 21 63
sum 84
mean 2.63
interpretation agree

3 I can work effectively in my current workplace.

frequency total
responses values n=32 (value*frequency)
disagree 1 2 2
neutral 2 11 22
agree 3 20 60
sum 84
mean 2.63
interpretation agree

My school leader is very accommodating if there is a need for support related to the
4 job.
frequency total
responses values n=32 (value*frequency)
disagree 1 0
neutral 2 12 24
agree 3 20 60
sum 84
mean 2.63
interpretation agree
5 My school leader is encouraging me to do my job better.
frequency total
responses values n=32 (value*frequency)
disagree 1 1 1
neutral 2 11 22
agree 3 20 60
sum 83
mean 2.59
interpretation agree

6 I have healthy communication with my students, co-teachers, and school leaders.

frequency total
responses values n=32 (value*frequency)
disagree 1 0
neutral 2 12 24
agree 3 21 63
sum 87
mean 2.72
interpretation agree

7 I am confident that my students are learning despite the “new normal” situation.
frequency total
responses values n=32 (value*frequency)
disagree 1 3 3
neutral 2 13 26
agree 3 16 48
sum 77
mean 2.41
interpretation neutral

8 My compensation matches my workload.

frequency total
responses values n=32 (value*frequency)
disagree 1 6 6
neutral 2 16 32
agree 3 9 27
sum 65
mean 2.02
interpretation neutral
 9 I am looking forward to teaching again in the same school for the next school year.

frequency total
responses values n=32 (value*frequency)
disagree 1 5 5
neutral 2 12 24
agree 3 15 45
sum 74
mean 2.31
interpretation neutral

10 I am totally happy with my job.

frequency total
responses values n=32 (value*frequency)
disagree 1 2 2
neutral 2 11 22
agree 3 20 60
sum 84
mean 2.63
interpretation agree