WRITTEN REPORT

HAZARD PAY/SPECIAL HARDSHIP PAY

Develop a reaction paper on the topic “Hazard Pay”, who are benefitted and who are
not? Write a reaction paper from (5) issues gathered through interviews. Interview may
be patterned or personal, then make a report using IMRAD

I. Introduction

Teachers have crucial roles throughout society. More so in the life of a student than in
society at large. Every teacher not only educates students but also acts as a resource, a
confidante, a friend, and a role model for the neighborhood. Teachers have the
opportunity to instill in their pupils the value of education as it will shape and develop
them into contributing members of society. They thereby serve as living catalysts for
upholding ideals, instilling dignity, developing integrity, and defending everyone's access
to an education, making them assets of the community. 1
One of the aims of the Department of Education is to make education accessible to all. In
order to fully realize this, it is necessary to recruit, retain and encourage teachers to work
in hard-to-reach areas as well as on areas with more challenging conditions. The grant of
special hardship allowance serves this purpose.2
The grant of special hardship allowance to teachers is pursuant to section 19 of
Republic Act 4690 otherwise known as the Magna Carta for Public School Teachers
which states that “in areas in which teachers are exposed to hardship such as difficulty in
commuting to the place of work or other hazards peculiar to place of employment, as
determined by the Secretary of Education, they shall be compensated special hardship
allowance equivalent to at least twenty-five percent of their monthly salary.” 3

1
Equipado E. & Gilbas S. (2021). Lived Experiences of the Elementary Teachers in

a Remote School. Retrieved December 17, 2022 from https://www.ijset.in/wp-

content/uploads/IJSET_V9_issue1_123.pdf

2
DepEd Order No. 39, s. 2021. Guidelines On the Grant of Special Hardship Allowance for

Public School Teachers. Retrieved November 21, 2022 from

https://www.deped.gov.ph/2021/09/22/september-22-2021-do-039-s-2021-guidelines-on-the-

provision-of-special-hardship-allowance-for-public-school-teachers/

3
Magna Carta for Public School Teachers, Republic Act No. 4670. Republic of the

Philippines. Retrieved November 21, 2022 from

https://lawphil.net/statutes/repacts/ra1966/ra_4670_1966.html

1
 In 2007, the Department of Budget and Management implemented the National
Budget Circular (NBC) No. 514, s. 2007 which provided the guidelines for the grant of the
special hardship allowance. However, in 2016, a policy review that was conducted by the
Department of Education in partnership with UNICEF showed problems with the said
provision. Among the challenges that resurfaced are the lack of clarity on the definition of
hardship post, inconsistency with the mandated hardship allowance rate as mandated by
the Magna Carta for Public School Teachers, and the subjective interpretation of the
guidelines which lead to the misidentification of eligible teachers. Through this policy
review, the Department of Education developed a new guideline for the grant of special
hardship allowance which aimed for a more objective, modernized, and efficient process
of SHA payment to qualified teachers.4
The new guideline used the Hardship Index that was developed by the DepEd and
UNICEF. The Hardship Index is a composite value of several factors that resurfaced
during the policy review. Among these factors which is stated in DepEd Order No. 39, s.
2021 are transport inaccessibility; time and cost of transportation; human violence;
availability of temporary learning spaces; level of poverty; availability of basic amenities.
Furthermore, DepEd Order No. 39, s. 2021 now grants a uniform pay for all eligible
teachers wherein they shall receive 25% of their monthly salary to be given quarterly. 5
However, despite the promises attached to the implementation of this new guidelines,
various challenges and concerns have and are occurring, particularly to teachers
teaching in hardship posts. There were many cases where teachers do not just devote
time but also made self-sacrifices to fulfill their commitment in the delivery of learning.
Thus, the key purpose of this study is to find out the perception of teachers with regards
to DepEd Order No. 39, s. 2021 or the new guidelines for the grant of Special Hardship
Allowance.

II. Methodology
This study is qualitative in nature. In the handbook of qualitative research by Denzin
and Lincoln (2005), they explained that a qualitative research involves an approach to the
world in an interpretative naturalistic way. A qualitative study is appropriate when the goal
of the research is to explore a phenomenon by understanding the meaning of the
person’s perceptions of a certain experience on a given situation (Creswell, 2003). It is
4
Pante D. (2019). School Hardship Index: A Metric for Assessing Multiple Dimensions of Hardship

Among Schools. Retrieved November 21, 2022 from

https://www.researchgate.net/publication/336738738_School_Hardship_Index_A_metric_for_assessing_multiple

_dimensions_of_hardship_among_schools

5
DepEd Order No. 39, s. 2021 . Guidelines On the Grant of Special Hardship Allowance for

Public School Teachers. Retrieved November 21, 2022 from

https://www.deped.gov.ph/2021/09/22/september-22-2021-do-039-s-2021-guidelines-on-the-

provision-of-special-hardship-allowance-for-public-school-teachers/

2
the most appropriate for this study, for a qualitative research is a type of research that
gets people’s point of views or perceptions to a certain matter. Qualitative research also
portrays a person’s feelings towards a topic.
Since the purpose of this research is to examine the experiences and perceptions of
the teachers on the new guidelines for the grant of Special Hardship Allowance, a
qualitative approach is the most appropriate choice.
Specifically, this employed the qualitative study using the phenomenological research
design. A phenomenological design is selected because the primary goal of the study
was to understand the challenges experienced by the subjects which adhere to what
Furthermore, phenomenological approach helped the researcher to “understand the
meaning that participants attribute to those actions; the researcher therefore needs to
understand the deeper perspectives captured through face-to-face interaction”
(Rudestam and Newton, 2001, p.57).
The participants of these study are six teachers from different schools here in Northern
Samar and one District ALS Coordinator from the same province. They were selected via
purposive sampling. This method of sampling helped the researcher in creating a
homogenous sample of participants who have ticked at least two of the criteria.
Purposive sampling is widely used in qualitative research which focuses in understanding
insights and learning from individuals (Creswell, 2013). The sample was drawn from the
population of teachers who met the following criteria:
1. A District ALS coordinator;
2. They have received the SHA for at least one year;
3. A teacher teaching in a multi-grade class;
4. They could reflect and has time for the interview;
5. They are willing to participate in the study.
For the instrument, the study used an expert-validated semi- structured interview guide
to gather pertinent data necessary for analyses and interpretations. The interview guide
was developed by the researcher through building questions which all are based on the
research objectives. For the validation of the research instrument, it was validated by the
research teacher and three more expert validators in order to accumulate the pertinent
and appropriate data.
The data collection procedures started by acquiring an approval from the school head
of the selected schools (see appendix A). An informed consent was given to the
participants (see appendix C). They are also oriented on the purpose of the study
assuring them of the confidentiality of their information. The participants were interviewed
face-to-face and on one-on-one basis in a private room. The interview was recorded
electronically using the cellphone audio recording app. The interview questions consisted
of six major open-ended questions and are followed by probing questions as deemed
necessary by the researcher.
On ethical considerations, the study assured that the respondents voluntarily
participated in the study. The protection of the privacy of the participants has to be
ensured. Any type of communication in relation to the research should be done with
honesty and transparency. Any type of misleading information, as well as
misrepresentation of primary data findings in a biased way must be avoided. Privacy and

3
 anonymity of the respondents is of a paramount importance. Respect for the dignity of
research participants should be prioritized.
In this study, the mentioned ethical considerations were sustained. The researchers
assured that there was consent from the participants.
Data gathered was analyzed through coding, categorizing and thematic analysis.
Gordon-Finlayson (2010) emphasizes that “coding is simply a structure on which
reflection happens”. Key points are taken from each statement to generate a code. It is
important to easily determine the differences of the participants as well as to easily spot
the similarities of the answers. Categorizing is the process of grouping the statements
with same code. It is important to serve a basis for presenting the findings and results of
the study. To make sense of seemingly unrelated material thematic analysis can be
used. It is used to analyze qualitative information and to systematically gain knowledge
and empathy about a person, an interaction, a group, a situation, an organization or a
culture. Braun and Clarke (2006) state that thematic analysis is a foundational method of
analysis that needed to be defined and described to solidify its place in qualitative
research. It is done by getting the theme from the statements that are categorized by the
researchers. It is important to explain the statement as well as to draw conclusion.

III. Results and Discussion

The gathered data are presented in this section according to the sequence of the
questions asked.
Table 1. Demographic profile of the participants

QUESTIONS RESPONSES
One (1) teacher from Lope De Vega
One (1) teacher from Capul
One (1) teacher from Mapanas
School of the participant One (1) DALSC from Biri
Two (2) teachers from Biri
One (1) teacher from Lavezares

Four (4) Teacher 1

Position One (1) DALSC
Two (2) Teacher II
Four (4) teachers with one year experience
in HP
Years of Teaching in One (1) teacher with one year experience
Hardship Post as DALSC
Two (2) teachers with three year-
experience in HP

Table 1 shows the demographic profile of the respondents. There were a total of
seven participants, six of which are classroom teachers and one is a District ALS
Coordinator (DALSC). The table presents that schools of the respondents wherein three
teachers are teaching in schools in district II respectively from Lope De Vega, Capul, and
Mapanas. The other three respondents are teachers from district I respectively from Biri
and Lavezares. Four of the teachers have one year experience teaching in HP and one

4
as DALSC. They are also teachers I. Two teachers already have a 3-year teaching
experience in HP and are both Teacher II.
A. Issues and concerns of the new guidelines
Under this theme, the researcher asked 5 questions. The first is whether teacher-
participants are receiving the allowance according to the mandated time and if they
are receiving the appropriate amount as stipulated on the guidelines. Two (2) out of
seven teachers said that they properly compensated while five (5) teachers said that
they are not properly compensated. Furthermore, all participants agreed that they do
not receive the allowance on time as stated on the guidelines. These statements by
the teachers is in consensus with the study conducted by DepEd and UNICEF
wherein one of the challenges encountered by teachers is the significant delay of their
allowance and the inappropriate amount of allowance given to them.
Furthermore, the participants were asked if the new guidelines is fair. All teachers
agreed that the new guidelines should be revisited and that “HI index should be
lowered as there are other teachers who are also deserving to receive SHA.”
One respondent said that
“The new guidelines seem to be unfair for me. An amo school dati api as a Hardship
Post school. Kaya la sito bag-o nga gingawas na DepEd Order, nahibaruan namo nga
diri na kami. Diri lat kami maaaram kun nano gud a reason kay kun kikit-an an amo
school, masusugad talaga na dapat api a gihapon siya”
Another respondent also said
“I am a teaching a Multi-grade class, kaya dati I have allowance na narerecieve. Kaya
la the new guideline states that only those Pure Multigrade-schools should be eligible
na makakuha san allowance. Di man kami pure MG school kay an ako klase la an
multi-grade.”
From the interview, the following issues and concerns were stated by the
respondents:
1. Significant delay of releasing the SHA;
2. Incorrect amount;
3. Receiving the same amount regardless of their base salaries;
4. Poor reporting practices;
5. Intentionally reporting inaccurate data;
6. Intentional neglect of school facilities or refusal to avail or install school facilities
like water, electricity and temporary learning spaces;
7. There is double or triple hardship when more than one condition exists.
B. Suggestions and recommendations for the implementation of the Special
Hardship Allowance
The study generated the following responses from the respondent with regards to
the suggestions and recommendations for the grant of the Special Hardship
Allowance.

5
 The first suggestion is the to increase budget for SHA. Teachers are hoping that
the budget for the allowance will increase as they experience double hardships and
faces dangerous situations. Second is to review and enhance the Hardship Index.
Given the issues and concerns, the respondents deemed it necessary for the
government and all concerned agencies to strengthen the guidelines by enhancing
the Hardship Index. And lastly, more research to assess if indeed the hardship
allowance is a good retention strategy for experienced teachers to remain in hardship
posts.
The results of the study showed two groups of teachers. The first group of teachers
are those teachers who are still part of the Hardship post as mandated by DepEd Order
No. 39, s. 2022. While the second group of teachers are those who are previously eligible
but are now excluded as Hardship Post School.
The first group of teachers who are still eligible to receive the allowance are teachers
who are teaching in Lope De Vega, Mapanas, Capul, and the DALSC from Biri, while
three teachers formed the second group. Two teachers are from Biri and a multi-grade
teacher from Lavezares. All these schools were part of the Hardship Post based from the
National Budget Circular No. 514, s. 2007. However, the new guideline excluded the
school from Biri and Lavezares from where the respondents are currently teaching.
The study in general concludes that teachers who are teaching in remote areas are
exposed to hardship and risks that may affect their lives. Teachers demand that they
should be given the appropriate amount on the appropriate time. The guideline should
also be revisited and schools should be assessed thoroughly such no schools should be
left behind.

C. QUESTIONNAIRE FOR DEMOGRAPHIC PROFILE

General Directions. Please accomplish this questionnaire very carefully and honestly
and after 1 hours, it will be collected by the researcher. Please rest assured that any
information that you supply will be treated with greatest confidentiality and anonymity.

I. Professional Profiles of Teachers

1. Where do you teach? _______________________________
2. What is current teaching positon? ________________________

3. How long have you been teaching in the hardship post?

__________________________
D. INTERVIEW GUIDE

NAME:

PSUEDONYM:

QUESTIONS INTERVIEW TRANSCRIPTS

1. Do you regularly receive the
allowance?

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 2. Is the allowance according to the
mandated percentage?

3. Given the factors/challenges you

face/d , do you think you are
properly compensated?

4. Do you think the guidelines for

the Special Hardship Allowance
is fair?

5. What are the issues/concerns

that need to be raised for the
new guidelines of SHA?

6. What are your suggestions to

improve the grant of SHA?

IV. Reaction
Article 1. Section 19 of the Republic Act 4670 otherwise known as the Magna Carta
For Public School Teacher states that teachers who are exposed to hardship must be
properly compensated and are entitled to a special hardship allowance that is at least
25% of their monthly salary.
To realize this, the Department of Budget and Management issued the National
Budget Circular. 514 s. 200 or the Guidelines for the Provision of the Special Hardship
Allowance. On 2016, The United Nations Children’s Fund together with the DepEd
conducted a study about the said guidelines. The study revealed various issues such that
the said guidelines leads to variation of interpretation resulting to different computations.

7
 With this stdy, the New Guidelines for the Provision of SHA was implemented- the DepEd
Order No. 39 s. 2021.
This new guideline paved the way to more uniform and objective way of identifying
schools and teachers who are qualified for the allowance through the seven factors that
makes the school a “Hardship post.” Hardship post schools are identified through a
Hardship Index. The Hardship Index is identified through these seven factors (travel time
to SDO, travel cost to SO, poverty incidence of the municipality, occurrence of violent
acts, access to electricity, water supply, and internet connection, and existence of
temporary learning spaces.) Teachers who are eligible for the allowance shall receive
25% of their monthly salary on a quarterly basis. As this topic is my report, I interviewed
teachers who are elegble to the said allowance as well as teachers who were previously
receiving allowance but are now not included as Hardship school because of the new
guideline. I asked abut their sentiments and perceptions. My interview resulted to the
following concerns:
1. Significant delay of releasing the SHA
2. Incorrect amount
3. Receiving the same amount regardless of their base salaries.
4. Poor reporting practices
5. Intentionally reporting inaccurate data
6. Intentional neglect of school facilities or refusal to avail or install school facilities
like water, electricity and temporary learning spaces
7. There is double or triple hardship when more than one condition exists.
The interview also resulted to the following suggestions:
1. Increased budget for SHA
2. Review and enhance the Hardship Index
3. Research to assess if indeed the hardship allowance is a good retention strategy
for experienced teachers to remain in hardship posts.
In conclusion, teachers must be properly compensated. Especially those teachers who
are faced with much difficulty and are exposed to hazard. We are the time prime movers
of change, thus it is just fitting that we are given the merit we deserve.

V. References

Creswell, J.W. (2013). Qualitative inquiry and research design: Chossing among five
approaches. 4th Edition. SagePublications; USA
Creswell, J.W. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches. Sage Publications; Thousand Oaks.
Magna Carta for Public School Teachers, Republic Act No. 4670. Republic of the
Philippines. Retrieved November 21, 2022 from
https://lawphil.net/statutes/repacts/ra1966/ra_4670_1966.html

8
Denzin, Norman K. and Lincoln, Yvonne S. (2000, 2ed ed.). Handbook of Qualitative
Research. London: Sage. Retrieved January 10, 2018 from
http://atlasti.com/qualitative-research
DepEd Order No. 39, s. 2021. Guidelines On the Grant of Special Hardship Allowance
for Public School Teachers. Retrieved November 21, 2022 from
https://www.deped.gov.ph/2021/09/22/september-22-2021-do-039-s-2021-
guidelines-on-the-provision-of-special-hardship-allowance-for-public-school-
teachers/
Equipado E. & Gilbas S. (2021). Lived Experiences of the Elementary Teachers in a
Remote School. Retrieved December 17, 2022 from https://www.ijset.in/wp-
content/uploads/IJSET_V9_issue1_123.pdf
Pante D. (2019). School Hardship Index: A Metric for Assessing Multiple Dimensions of
Hardship Among Schools. Retrieved November 21, 2022 from
https://www.researchgate.net/publication/336738738_School_Hardship_Index_A_
metric_for_assessing_multiple_dimensions_of_hardship_among_schools
Rudestam, K. & Newton, R. (2001). Surviving your dissertation: A comprehensive guide
to content and process. Sage Publication; Thousand Oaks.