THE CHALLENGES ENCOUNTERED BY THE NEWLY-HIRED

TEACHERS IN THE PUBLIC SECONDARY

SCHOOLS: BASIS FOR COACHING

Riza R. Estrera
estrerariza54@yahoo.com
ABSTRACT

This study aimed at designing an action plan for school head applying
the coaching strategy to address the challenges encountered by the newly-hired
teachers in terms of planning, implementing, and assessment of the students
learning in the sixteen public secondary schools. This action plan aimed to
enhance the school head instructional leadership and supervisory function
assigned in the 16 public secondary schools of Gingoog City Division, Region X.
The respondents of the study were the 115 newly-hired teachers and 16 school
heads identified through purposive random sampling technique. The
questionnaire was validated following the National Competency Based Teachers
Standards (NCBTS). Descriptive research statistics such as frequency,
percentage distribution, weighted mean, and t-test independent samples,
analysis of variance (ANOVA) were used to treat the data.
Newly-hired teachers’ demographic profile revealed that majority were
still two years in the service that aged 22-35 years old. Female teachers
dominated than male counterparts. Majority graduated from Bachelor of
Science in Secondary Education and few were second coursers and earning a
net take home pay of P10,000.00 to P19,000.00 a month.
The findings revealed that regardless of age, gender, educational
qualifications, length of service, and net take-home pay, newly-hired teachers
had the same level of challenges encountered. The findings revealed further,
that majority of the respondents classified as novice in planning the lesson
particularly in the preparation of the daily lesson log due to the lack of time in
its preparation considering the many subjects taught each day. The
assessment of learning was found to be their next challenging works due to the
lack of the technical expertise in the utilization of appropriate tools for
assessing students’ authentic learning. Thus, school administrators should
coach and scaffold all newly hired teachers to improve their teaching
competence for the attainment of the department’s vision and mission.

Keywords:
age, gender, educational qualifications, length of service, net take-home
pay, planning the lesson, implementing the lesson, assessment of learning, and
coaching.
INTRODUCTION
Education serves as the tool in human development and economic
transformation. It is considered as one of the many pillars in developing a
particular country. It is allowing an individual to undergo a process of gaining
knowledge with a specialized skill or talent to be able to fully function and exist
thus, paving the way to build a better society. A very relevant education speaks
of a system whereby an individual or a group of people in a given place and
time is influenced, molded, and modified for the upliftment of life towards
global competitiveness (Estrera, 2016).

The recent trends in the Philippine education posed many challenges

among the newly-hired teachers. Often, they view themselves as a high-spirited
teacher. They were very enthusiastic and ideal, full of substance and
inspiration. However, there are points in their lives that they tend to withdraw
their ideals because of the many challenges they have encountered in their
work and a specific set of a needs to address (Fry 2007).

A teacher’s first year on the job was often difficult. As cited by Aslam
(2011), what students achieve in school was heavily influenced by classroom
practice and teachers’ skills. Kain (2008) added that student achievement
tends to be significantly worse in the classrooms of first-year teacher before
rising in teachers’ second and third years in the service.
Giallo & Little (2003) cited that teachers experienced stress that contributed to
teacher burnout causing teachers to have decreased job satisfaction and
choose to leave the profession. On another study, some problems of newly-
hired teachers were the feeling of isolation; poor understanding of what is
expected of them; workload and extra assignments that they were unprepared
to handle; lack of supplies, materials or equipment; poor physical facilities; and
lack of support or help from experienced teachers or supervisors that
contribute to their feelings of frustration and failure (Rubinstein, 2010).

Furthermore, newly-hired teachers according to Marei and Mustafa

(2009), were being challenged in the area of classroom management.
Demonstrating order inside the classroom were the most important factors and
the basic requirements in the educational process. They were considered the
basic problems which faced the newly-hired teacher since it consumed much
effort and time, and they were considered as sensitive, important, and critical
factors for the teacher’s success or failure in his/her tasks.

Another concern that newly-hired teachers commonly raised was the

issue of the lack of guidance and resources for the preparation of the daily
lesson log considering the implementation of the latest DepEd Order 42 series
2016. As observed in the school setting, many of the newly-hired teachers in
the public secondary schools were struggling on the current curriculum and
spending more of their hours in preparing the proper format of the daily lesson
planning, grading system, administrative works, and extra-curricular
assignments. They were given subjects which were not their major field of
specialization. All these factors were noted to have significant bearings on the
low achievement level of students in the classroom performance. With these
results, many potentially talented and creative teachers found teaching
professions unrewarding and difficult (National Center for Education Statistics,
2010).

Moreover, all newly-hired teachers, regardless of their previous years of

experience, need coaching to help them overcome the different challenges they
have encountered towards attaining the desired learning outcomes (Clark,
2011). This is one of the reason why there is teachers’ induction program.
According to Ryan (2008) whatever the existing provisions for the induction
period for beginning teachers, there is the need to improve provisions for their
continued professional development. This is to make their job easier, to make
them feel more confident in the classroom school, to reduce the isolation of
their work settings, and to enhance interaction with colleagues.

In the governance of basic education in the Philippines (Republic Act

9155 s. 2001), the school head has the responsibility to encourage and
enhance staff development. This role is very vital in assisting the newly-hired
teachers since he/she is the person most accountable for the teachers’ welfare.
Thus, there is a need to recognize that the first two or three years of teaching is
critical in developing teachers’ capabilities and that newly-hired teachers
should not be left alone to sink or swim in their profession (Clement, 2011).
It is this issue that the researcher investigated how coaching alleviates
the many challenges encountered by the newly-hired teachers in the public
secondary schools, Division of Gingoog City. The results would then serve as
the basis for the school head coaching program.

OBJECTIVES OF THE STUDY

The study aimed to investigate the challenges encountered by newly-
hired teachers in the public secondary schools of Gingoog City Division and
appreciate how coaching help in overcoming the many challenges they have
encountered in the course of their work thus becoming a more productive,
efficient, and effective public school teachers. This study also aimed at
designing an action plan for school head applying the coaching strategy to
address the challenges encountered by the newly-hired teachers in terms of
planning, implementing, and assessment of the students learning in the
sixteen public secondary schools.

METHODS
The descriptive research design was used in this study. This study made
use of the purposive sampling of the 115 newly- hired teachers who were hired
for the last three school years and the sixteen school heads of the sixteen
public secondary schools in the Division of Gingoog City.

Each of them was given a survey questionnaire about their personal

profile like age, gender, educational qualifications, net take-home pay, and
length of service as well as the different challenges they had encountered
during their first to three years of teaching in terms of planning the lesson,
implementing the lesson, and assessment of learning. The 16 school heads
included in the study answered the questions about coaching. The results
became the basis for coaching strategy design to help newly-hired teachers.

The research instrument was modified from the self-evaluation inventory

form for teachers based on National Competency-Based Teachers Standards
(Result-based Performance Management System, DO 2, s 2015). It utilized the
real-life challenges encountered by the newly-hired teachers in the course of
their actual teaching in their assigned stations. Ten newly-hired teachers of
Malibud National High School and 2 school head of KISANDE National High
School and BACKISMI National High School were requested to answer the
formulated questionnaires for validation.
The questionnaires for the newly-hired teachers consisted of two parts.
Part I is the personal information that drew data on the profile of teachers. Part
II is the survey process as inputs based on the respondents’ perceptions on the
challenges encountered by newly-hired teachers.
The school head’s questionnaires consisted mainly of ten items that
focus on the two types of coaching employed in assisting the challenges
encountered by the newly-hired teachers in their respective schools which is
answerable by Agree or Dis-agree.

A focus group discussion (FGD) was conducted to validate the acquired

data. In the Focus Group Discussion (FGD) all respondents were grouped
according to their length of service in relation to the challenges they have
encountered as new in the service and how they managed to overcome these
challenges. On the other hand, all the sixteen school heads were asked relevant
questions as to what coaching strategies they have employed to assist the
newly-hired teachers in their first to three years in the service. The researcher
however took the sole responsibility in the confidentiality of the respondents’
response and the results of the study.

The descriptive research statistics such as frequency, percentage

distribution, weighted mean, and t-test independent samples, analysis of
variance (ANOVA) were used to treat the data.

RESULTS AND DISCUSSIONS:

On the Profile of Teachers

 Table 2 presents the profile of the newly-hired teachers as surveyed. The
data showed that majority or 79.1% of the respondents were between the ages
22 to 35 years old while 20.9% were 36 years old and above. Hence, majority of
the respondents were fresh graduates who entered in the service which can be
considered as an ideal age. Mumtaz (2010) added that, these groups of
individuals were young professionals, career-focused, and were highly effective
employees. They worked hard for a living and most likely the most productive
employee at this age level. The oldest among the respondents was 55 years old
who was hired in his twilight years. This respondent was from the private
school that transferred to the public school to teach in the senior high school.
Table 2
Profile of Newly-hired Teachers in the
Division of Gingoog City

Profile Frequency Percent

a. Age
22-35 91 79.1
36-55 24 20.9
Total 115 100
b. Gender
Male 43 37.4
Female 72 62.6
Total 115 100
c. Educational Qualifications
BSED 88 76.5
Other Course with 18 units in 27 23.5
professional education
Total 115 100
d. Length of Service
2014-2015 (2 to 3 years) 35 30.4
2015-2016 (1 to 2 years) 41 35.7
2016-2017 (less than 1 year) 39 33.9
Total 115 100
e. Net Take-Home Pay
P1,000.00– 9,000.00 33 28.6
P10,000.00- P19,000.00 82 71.3
Total 115 100

Meanwhile, 37.4% of the respondents were males while 62.6% were

females which implied that teaching profession was dominated by women. The
relationship between gender and teaching has been one of the most interesting
aspects for research in the recent past. The impact of gender on teachers’
effectiveness has been reported with mixed results. Male and female teachers
may behave differently in the classroom, and students may react differently to
their teachers’ behaviors.
The data further showed that 76.5% of the respondents had education
degrees which are distributed along the different field of specializations:
Science, English, Technology and Livelihood Education, Aralin Panlipunan,
Filipino, Math, MAPEH, and Values Education. As to the remaining 23.5% of
the respondents, they were distributed along the following fields: BS Math, BA,
Communication Management, Custom, Accountancy, Nursing, English,
Economics, Political Science, Information Technology, Electrical Engineering,
and Computer Science. Those with master’s units comprised 27.8% while only
one has master’s degree and another one with PhD units. This implies that the
respondents have varied fields of specializations. The hiring of various fields of
specialization was purposely done to cater the different tracks offered in the
Senior High School.
As to the length of service, 30.4% had been in service for two years,
35.7% for one year and 33.9% for less than one year which imply that all
respondents were in the teacher 1 position and in the point of adjustment
towards the government system.
Moreover, 28.6% of the respondents had a net take-home pay of
P1,000.00 - P9,000.00 and 71.3% had P10,000.00-P19,000.00. This suggests
that majority of the respondents received lower net take-home pay every month
because of the deductions authorized by the Department of Education such as
GSIS, Philhealth insurance, PAG-IBIG fund, BIR Witholding Tax and some loan
deductions for others. These deductions brought disaster to the newly-hired
teacher most especially those who were assigned in the farthest school because
of the huge amount they spent for their daily transportation and in the
purchased of instructional materials for their classroom instruction. In general,
the findings imply that teacher quality was affected by their net take-home pay.
Rice (2003) concluded that the most important school-related factor influencing
student achievement was the teacher. Teacher quality was decided by how
society treats the profession. Salaries and stress were among the top reasons
teacher say they leave. Salary must be considered as an important job attribute
(Jurgensen,1978). A sound compensation system can attract the right kinds of
people (Rynes, 1987). Teacher salaries in the Philippines have been
substantially increased with the hope that this measure would make the
profession more attractive and would contribute to improving the quality of
teachers. When the teachers were severely underpaid the consequences to
education were very serious. Philippine public school teachers were overworked
with high student ratio they were unlikely to have the time, energy and
opportunity for professional development and lesson planning.
Research showed why teacher salaries play a major role in educating
children. A teacher cannot possibly dedicate fully his or her attention to
students if their day to day survival remains an issue (Sedlak & Schlossman,
1986; Darling-Hammond, 1998).
Challenges Encountered by the Newly-Hired Teachers in Planning the
Lesson
Planning the lesson refers the usual preparation made by the newly-
hired teacher which included the making of the daily lesson log, review,
motivation, and time allotment. Table 3 presents the challenges encountered
by the newly-hired teachers in terms of planning the lesson.
Data showed that in terms of planning the lesson, the respondents
obtained an overall WM of 3.8 which means they were novice. This
demonstrates that the newly-hired teachers were challenged in preparations of
their daily lesson logs. Majority of the respondents claimed to have a difficulty
in following the new guidelines based on DepEd Order No. 42, s. 2016
considering the many subjects they taught and the number of students they
managed every day. Majority of the respondents assigned in the far flung
schools often aired their sentiments because they were assigned in the subjects
that were not their major field of specializations. Another reason they raised
was the many ancillary services they were handling like being the student
supreme government (SSG) adviser, school cash custodian, school physical
facilities coordinator, school property custodian, and others.
Table 3
Challenges Encountered by the Newly-Hired
Teachers in Planning the Lesson
Challenges in Planning the Lesson Weighted Description
Mean
As a newly-hired teacher, I have encountered
difficulty to …
Prepare daily lesson plans/logs following the new 3.8 Novice
guidelines based on DepEd Order 42, s. 2016.
Follow the curriculum guide because of the in- 3.6 Novice
availability and insufficiency of the learners’ module.
Follow strictly the curriculum guide because of the 3.3 Novice
lack of knowledge in the coding system.
Use appropriate technology resources to achieve 3.3 Novice
curriculum standards, performance standards and
content standards.
Design parts of the lesson log within available 3.4 Novice
instructional time considering the 1 hour period
allocated for each subject.
Prepare adequate and appropriate instructional 3.3 Novice
materials for the learners and the learning
objectives.
Know the principles of instructional material 3.3 Novice
preparation for different types of learners.
Use relevant activities and materials suited to the 3.3 Novice
learning styles, goals and culture of the learners.
Apply techniques of “time on task” in planning and 3.5 Novice
delivering the lessons.
Set doable and appropriate learning goals to meet 3.1 Developing
 student-centered curriculum.
OVERALL MEAN 3.4 Novice
Legend: 4.21-5.0 =Basic; 3.21-4.2=Novice; 2.61-3.20=Developing; 1.81-2.6= Proficient; 1.0- 1.80= Highly
Proficient

Additionally, many also clamored in the daily lesson log (DLL)

preparations because of the unavailability and insufficiency of the curriculum
and teachers’ guide(WM=3.6) because the said materials was brought by the
previous teacher who already transferred to other station. Another very
important consideration was related to the techniques of “time on task” in
planning and delivering the lessons (WM=3.5) due to the many teaching loads
they handled daily aside from the fact that some of them were assigned to
prepare the administrative and financial reports.
On the other hand many of the newly-hired teachers were challenged in
the preparations of adequate and appropriate instructional materials for the
learners and the learning objectives (WM=3.3) considering their inexperienced
and a second courser teacher. It was expected that majority of them lacks
knowledge in the principles of instructional material preparation for different
types of learners (WM=3.3).

Challenges Encountered by the Newly-Hired Teachers in Implementing the

Lesson

Implementing the lesson refers to the teachers’ use of appropriate

instructional materials, teaching strategies, and classroom management
strategies for a conducive classroom atmosphere. Table 4 shows the challenges
encountered by the newly-hired teachers in implementing the lesson.
The data further showed that in terms of implementing the lesson, the
respondents were rated 3.1 or developing. This means that newly-hired
teachers found these items a little bit challenging particularly in the conduct of
varied activities despite physical environment constraints and the provision of
students appropriate learning activities because they were not aware of the
kind of cultural background their students belong.
Table 4
Challenges Encountered by the Newly-Hired
Teachers in Implementing the Lesson
Challenges in Implementing the Lesson Weighted Description
Mean
As a newly-hired teacher, I have encountered
difficulty to …
Use appropriate, adequate and updated 3.1 Developing
instructional materials.
Employ innovative teaching with the use of ICT- 3.1 Developing
based instruction.
Facilitate integrative mode of teaching to attain the 3.1 Developing
 lesson objectives.
Provide differentiated activities to meet the expected 3.2 Developing
learning goals of the learners.

Table continues…

Apply relevant teaching approaches to achieve 2.9 Developing

meaningful learning.
Provide interactive activities and assignment to meet 3.3 Novice
the needs and abilities of the learners.
Promote classroom activities which are learner- 3.3 Novice
centered and encourage wide student participation.
Conduct challenging learning activities despite 3.4 Novice
physical environment constraints.
Provide learning activities that allow all learners to 2.6 Proficient
reach their full potentials.
Provide appropriate learning activities to students 3.4 Novice
with different cultural background.
OVERALL MEAN 3.1 Developing

Legend: 4.21-5.0 =Basic; 3.21-4.2=Novice; 2.61-3.20=Developing; 1.81-2.6= Proficient; 1.0- 1.80= Highly
Proficient

The findings further imply that the newly-hired teachers showed to have
an important influence on students’ academic performance. They also played a
crucial role in educational attainment because they ultimately responsible for
translating policy into actions and principles based on practice during
interaction with the students. Both teaching and learning depends on teachers,
no wonder an effective teacher has been conceptualized as one who produced
desired results in the course of his duty (Akiri & Ugborugbo, 2009). The
situation called that the school heads need to assist the teachers in
implementing the lesson considering the learner, availability of materials, time
requirements of particular activities, the strategies needed to achieve the
objectives and the teacher.

Challenges Encountered by the Newly-Hired Teachers in the Assessment

of Learning

Assessment of learning refers to the strategy of the newly-hired teachers

in assessing and evaluating the learning outcomes of the students based on
DepEd Order 8, series of 2015. These include class monitoring, testing,
recording, tabulating, interpreting and reporting of students’ performance
outputs. Table 5 shows the challenges encountered by the newly-hired
teachers in the assessment of learning.
In terms of assessment of learning, the newly-hired teachers were rated
an average weighted mean of (AWM=3.3) meaning novice. Among the number
one challenges they met were the utilization of appropriate tools for assessing
authentic learning which had a weighted mean equaled to 3.6. This means that
the newly-hired teachers were not familiar of the current guidelines of
students’ assessment which is the DepEd Order 8, series of 2015. Many of
them actually lacked the knowledge of the performance-based assessment
which has application on higher order thinking skills (HOTS) evaluation.
Table 5
Challenges Encountered by the Newly-Hired
Teachers in the Assessment of Learning
Challenges in Assessment of Learning Weighted Description
Mean
As a newly-hired teacher, I have encountered
difficulty to …
1. Utilize appropriate tools for assessing 3.6 Novice
authentic learning.
2. Monitor, evaluate and maintain students’ 3.2 Developing
progress record.
3. Conduct remediation/enrichment programs to 3.5 Novice
improve student performance.
4. Construct valid and reliable formative and 3.4 Novice
summative tests.
5. Utilize and interpret the results of diagnostic 3.5 Novice
test to improve learners’ least mastered skills.
6. Apply the current guidelines about the grading 2.8 Developing
system (DO 8, s. 2015) in assessing student
written outputs, performance-tasks and
periodical examinations.
7. Develop rubrics as basis for assessing 3.2 Developing
students’ performance-based outputs.
8. Assess student performance through 3.1 Developing
evaluative feedback and reflection.
9. Assess students learning by asking questions 3.4 Novice
of higher order thinking skills category.
10. Manifest accountability and responsibility in 3.2 Developing
communicating the learners’ progress to
students and parents.
OVERALL MEAN 3.3 Novice
Legend: 4.21-5.0 =Basic; 3.21-4.2=Novice; 2.61-3.20=Developing; 1.81-2.6= Proficient; 1.0- 1.80= Highly
Proficient

The second item that challenged them was on the conduct of remediation
and enrichment programs. Many of them had a hard time in the utilization and
interpretation of the results of diagnostic test to improve learners’ least
mastered skills considering their being new in the service and the standard
curriculum they were supposed to attain. Another difficulty they were facing
was in the construction of valid and reliable formative and summative tests
items applying the questions of higher order thinking skills because they
lacked the technical know-how of it.
 Assessment was very vital in measuring students’ achievements.
Shepard (2000) commented that it has played an integral role in teaching and
learning. If assessment is to be used in classrooms to help students learn, it
must be transformed in two fundamental ways. First, the content and
character of assessments must be significantly improved. Second, the
gathering and use of assessment information and insights must become a part
of the ongoing learning process. Assessment is a process that was used to keep
track of learners’ progress in relation to learning standards and in the
development of 21st century skills; to promote self-reflection and personal
accountability among students about their own learning; and to provide bases
for the profiling of student performance on the learning competencies and
standards of the curriculum. There is a need for the school heads to coach the
newly-hired teachers in developing skills in integrating HOTS through a school-
based learning action cells (SLAC) relative to classroom assessment guidelines
stipulated in DepEd Order No. 8, s. 2015.

Coaching Strategies Used by the School Heads

Coaching refers to the strategy applied by a school head to help the

challenges encountered by the newly-hired teachers. It is an approach that
involves an ongoing professional systematic support. Table 6 presents the
coaching strategies used by the school heads in addressing the challenges
specifically the technical and team coaching.
The data showed that the school heads agreed highly both on team
coaching and technical coaching. This means that they enjoined two or three
teachers aside from themselves to implement the solution of a particular issue
in relation to the challenge encountered by the newly-hired teachers. This
further illustrates that majority of the school heads allowed teachers to work
together and develop relevant and appropriate instructional materials and
facilitate the creation of a strong teacher support system in the school.
Moreover, school heads preferred to use team coaching strategy designed to
help teachers engage in collegial dialogue focused on instructional and
curricular issues and those that help teachers integrate new learning with
existing classroom practices. Furthermore, the data showed the coaching
strategies used by the school heads alleviated the challenges encountered by
the newly-hired teachers in their respective station.

Table 6
Coaching Strategies Used by the School Heads
Strategies Agree Dis-
agree Total %
Technical Coaching f % f %
As a school head…
Do you facilitate the transfer of knowledge 9 56 7 44 16 100
gained by teachers from in-service training to
classroom practice.
Table continues…

Do you promote collegiality to teachers 8 50 8 50 16 100

through sharing of expertise in the major
subjects.
Do you share professional expertise of 8 50 8 50 16 100
teachers particularly in the use of ICT in the
classroom instruction.
Do you share technical assistance to teachers 7 44 9 16 16 100
in need for the improvement of his/her
teaching practice.
Do you allow teachers to work together and 8 50 8 50 16 100
apply professional strategies learned from the
workshop.
Team Coaching
As a school head…
Do you create a wholesome atmosphere for 10 63 6 37 16 100
team teaching in one classroom.
Do you allow teachers to work together and 9 56 7 44 16 100
develop relevant and appropriate
instructional materials.
Do you enjoin two or three teachers to 9 56 7 44 16 100
implement the solution of a particular issue
in relation to teaching.
Do you develop a good sense of camaraderie 10 63 6 37 16 100
among teachers.
Do you facilitate the creation of teachers’ 9 56 7 44 16 100
support system in the school.
 On the other hand, there were other school heads who used technical
coaching which include: facilitating the transfer of knowledge gained by
teachers from in-service training to classroom practice; sharing professional
expertise of teachers particularly in the use of ICT in the classroom; sharing
technical assistance to teachers in need for the improvement of his/her
teaching practice; and allowing teachers to work together and apply
professional strategies learned from the workshop. However, one indicator
under technical coaching was highly adhered to by the school heads and that
is promoting collegiality to teachers through sharing of expertise in the major
subjects. Obviously, some school heads did not have the confidence in
extending technical coaching but instead they used other teachers’ expertise to
coach their peers.
Hence, majority of the school administrators agreed the need to coach
their teachers because they believed that they too played an important role in
the improvement of instructional management of new teachers. Johnson (2004)
discussed the need for school administrators to assist the newly-teachers. In
order to have ongoing professional development for newly-hired teachers in
instructional management, Hill (2006) suggested that an environment that
encourages creativity and innovation, as well as a means for clients-oriented
accountability should be established. Time should be provided to review
professional practice and to debrief with colleagues. Constructive feedback and
developmental planning sessions were essential to the success of the newly-
hired teachers. Beginning teachers development activities should be integrated
with regular staff development and evaluate strength and weaknesses, present
new information and provided opportunities for practice and develop.

On the significant difference of the challenges encountered by the newly

hired teachers when grouped according to: age, gender, educational
qualification, length of service, and net take-home pay?
 Table 7 presents the computation for the significant difference of the
challenges encountered by teachers in terms of age.
Table 7
Independent t-test Result of the Challenges Encountered
By Teachers in Terms of Age
INDICATORS Mean SD t-value Prob. (Sig)
22-35 years old 3.16 0.69 0.971 0.334ns
36-55 years old 3.00 0.75
ns – not significant

With reference to age, the results in Table 7 showed that no significant

differences existed between the teachers’ age group of 22-35 (M=3.16; SD=0.69)
and 35-55 (M=3.00; SD = 0.75) in terms of the challenges encountered by the
newly hired teachers as indicated by the value (t=2.0971, p=0.334). This
means, that regardless of age group, teachers had the same level of challenges
considering the upgrading of the Philippine Educational system.
Age is usually affected workers’ performance. In the article written by
Mumtaz (2010) about the effect of age on the performance of the workplace, he
explained the reasons why employers think that older workers are lower in
workplace performance. It talks about how their resistance to new technology
causing them to be less flexible in new working conditions. The share of young
(16–24) workers in the total labor force was likely to decline throughout the
entire 2010–2050 period, from 14 percent to 11 percent. The share of prime-
age (25–54) workers in the total labor force was projected to decline, from 66
percent in 2010 to 62 percent in 2027, then rose slightly for 6 years before
declining to 61 percent in 2050.
As to the findings of this study, it revealed that there was no proof that
age relates mental or physical declines in basic abilities needed to perform the
work and may be offset by greater job knowledge that goes along with greater
experience. The overall performance of younger and older workers was actually
equivalent, but for different reasons because younger workers were relying
more on their raw ability and older workers were relying more on their
accumulated knowledge.
Table 8 illustrates the computation for the significant difference of in the
challenges encountered by teachers in terms of gender.

Table 8
Independent t-test Result of the Challenges Encountered
by Teachers in Terms of Gender
INDICATORS Mean SD t-value Prob. (Sig)
Male 3.23 0.63 1.283 0.202ns
Female 3.06 0.74
ns – not significant
 In terms of gender, the results showed that males (M=3.23; SD=0.63) and
females (M=3.06; SD = 0.74) did not significantly differ as indicated by the
value (t=1.283, p=0.202). This means, that males perceived the same
challenges as much as female counterparts.Therefore, it was evident that in
teaching both the male and female were equally given a fair share and conquer
the same challenges in the teaching-learning process. Thus, regardless of
gender, male and female newly-hired teachers were struggling in their own field
of specialization particularly in planning the lesson, implementing the lesson
and in the assessment of learning.
Table 9 summarizes the computation for the significant difference in the
challenges encountered by teachers in terms of educational qualification.
Concerning educational qualification, like any other attributes, the
results revealed that no indication of significant difference evident between
BSED (M=3.27; SD=0.59) and other courses with 18 units (M=3.15; SD = 0.75).
This goes to say that irrespective of educational qualification, the challenges
encountered of the newly-hired teachers are almost the same.

Table 9
Independent t-test Result of the Challenges Encountered by Teachers in
Terms of Educational Qualification
INDICATORS Mean SD t-value Prob. (Sig)
BSED 3.27 0.59 1.131 0.152ns
Other courses with 18 units 3.15 0.75
ns – not significant

The results therefore confirmed the idea of Fry (2007) who said that
many beginning teachers say their pre-service programs did little to prepare
them for the realities of classrooms, including dealing with unruly students.
That regardless of the educational qualification of teachers may it be in line
with their field or not, still they encountered the same challenges. Thus, quality
of education was directly affected by the quality of instruction orchestrated by
the teacher. It was a fact that the academic qualifications, knowledge of the
subject matter, competence, and skills of teaching and the commitment of the
teacher have effective impact on the teaching learning process (National
Education Policy 1998-2010). Quality improvement in education depends upon
proper training of teachers. The teachers cannot play any of the roles unless
properly trained (Yadved & Singh, 1988). 
Table 10 elucidates the computation for the significant difference in the
challenges encountered by teachers in terms of the length of service.
Table 10
Analysis of Variance of the Challenges Encountered by Teachers in Terms
of Length of Service
 INDICATORS Mean SD df F-value Prob (sig)
1 year 3.07a 0.71 2, 112 0.449 0.660ns
2 years 3.09a 0.65
3 years 3.21a 0.77
Means with the same letter are not significantly different using Tukey at 0.05 level
ns – not significant
As to the teachers’ length of service, analysis of variance revealed that
there was no significant difference among the three groups as indicated by F (2,
112) = 0.449, p=0.660. Additionally, the Turkey post hoc tests suggested that
teachers’ length of service did not significantly differ in terms of the challenges
encountered as revealed in the following mean scores: I year (M=3.07,
SD=0.71), 2 years (M=3.09, SD=0.65), and 3 years (M=3.21, SD=0.77). This
implies that teachers’ length of service did not really matter in the way they
encountered challenges in school, considering that, among three groups, the
level of challenges are almost identical.
It makes sense that when someone who has been around longer will
acquire more knowledge that was relevant to the task(s) at hand. Research has
also shown that job knowledge was a very important predictor of job
performance (Schmidt et al. 2004). Moreover, those who know more about how
to perform a job tend to perform it better than those with less knowledge. Thus,
experience leads to more knowledge, and job knowledge leads to higher
performance. However, the study revealed that teacher’s experience did not
significantly differ in the challenges encountered among the newly-hired
teacher either in planning the lesson, in implementing the lesson and in the
assessment of learning. Therefore, the null hypothesis is accepted while it was
contrary to the idea of Melnick & Meister (2008) who reported that teachers
with three years or fewer on the job were more than twice as likely as teachers
with more experience said that student behavior was a problem in their
classrooms.
Table 11 illustrates the computation for the significant difference in the
challenges encountered by teachers in terms of the net take-home pay.
Relative to net take home pay, analysis of variance indicated that there
was no significant difference among the three groups as shown by F (2, 112) =
0.208, p=0.813.
Table 11
Analysis of Variance of the Challenges Encountered by Teachers in Terms
of the Net Take-Home Pay
INDICATORS Mean SD df F-value Prob (sig)
Below 9,000.00 3.19a 0.65 2. 112 0.208 0.813ns
10,000.00-19,000.00 3.09a 0.72
Means with the same letter are not significantly different using Tukey at 0.05 level
ns – not significant
 Likewise, the Tukey post hoc tests suggested that the challenges of
teachers’ did not differ significantly considering the net pay as revealed in the
following mean scores: below 9,000.00 (M=3.19, SD=0.65), 10,000-19,000
(M=3.09, SD=0.72), and 3 years (M=3.07, SD=0.83). This demonstrates that
newly-hired teachers, in any way, have the same level of challenges
encountered in teaching regardless of how much net take-home pay they had.
In other words, the entire three net take home pay category did not
matter because the respondents encountered the same challenges. Hence,
whatever is the net take-home pay of the teachers whether above average or
below the job performance was affected resulting to a low quality and quantity
of the students output. Research showed why teacher salaries play a major role
in educating children. A teacher cannot possibly dedicate fully his or her
attention to students if their day to day survival remains an issue. When the
teachers were severely underpaid the consequences to education are very
serious (Rice, 2003).

Action plan for coaching to address the challenges encountered by the

newly-hired teachers

The school administrators play an important role in the improvement of

instructional management of newly-hired teachers. Johnson (2004) discussed
that the school administrators should assist the newly-hired teachers in
improving their facilitating skills through a plan faculty development or
enhancement program. This investment in time and resources may result in
long-term gains by shortening new teachers’ often-perilous journeys from
novice to experienced professional.

The data in table 12 illustrates the concrete design of the Coaching to be

implemented by the school head to assist the challenges encountered by the
newly-hired teachers in their respective station

77
Table 12
Coaching Action Plan
Area of Objectives Activities Persons Involved Time Budgetary Expected
Focus Frame Requirements Outcome
1.Planning Develop a  Preliminary *Newly-hired Every last Meal P80.00/ Quality=
the Lesson functional Activities secondary Friday of teacher/ Prepared a
daily lesson a.Short Program Teachers the month day maximum of
plan with -invocation *School Head at 2:00 to P2,160.00 30 Daily
Specific, -Pambansang-awit -Master Teacher 4:00 PM Lesson Log
Measurable -Opening Remarks 1 ream bond every
, b.Checking of paper- grading
Attainable, attendance 167.00 Period
Relevant
and Time-  Target Setting Efficiency=
bounded 1bottle ink
a.Presentation of 100.00 Prepared a
parts. the statement of Daily Lesson
 purpose of the Logwith
session Total: Specific,
b.Orientation of 2,427.00 Measurable,
the output Attainable,
requirements Relevant and
Time-
 Leveling of bounded
Expectations parts.
a.Management of
prior learning Timeliness
and the expected Submit the
outputs. constructed
Daily Lesson
 Introduce the Logon time
steps and
procedures of
the activity
a. Lecture type
in Power point
presentation.
b. groupings
according to
subject area

-Session proper
a. Powerpoint
presentation of
the daily lesson
log as per DepEd
Order 42, 2016

-Writeshops,
discussions and
critiquing of
outputs as basis
for coaching.
2.Impleme Acquire  Preliminary *Newly-hired Every last P80.00/ Quality=
n-ting the and utilize Activities secondary Friday of teacher/day Demonstrate
lesson relevant a.Short Program Teachers the month =P2,160.00 d at least 1
and -invocation *School Head at 2:00 to strategy
appropriate -Pambansang-awit -Master Teacher 4:00 PM 1 ream bond learned from
teaching- -Opening Remarks paper- the School-
learning b.Checking of 167.00 based
strategies attendance Learning
related to Action Cells
the lesson 1bottle ink
 Target Setting 100.00
implementa a.Presentation of Efficiency=
tion the statement of Used the
Purpose of the Total: strategies in
session 2,427.00 teaching.
b.Orientation of Timeliness=
the output Apply the
learned
 Leveling of strategies
Expectations most of the
a.Management of time.
prior learning
and the expected
outputs.

 Introduce the
steps and
procedures of
the activity
b.Lecture type
in Power point
 presentation.
c.groupings
according to
subject area

-Session proper
 Power point
presentation and
orientation of the
teaching-
learning
strategies

-Conduct demo
lessons and
critiquing.
-Technical/team
Coaching
3.Assess- Develop the  Preliminary *Newly-hired Every last P80.00/ Quality=
ment of skills in the Activities secondary Friday of teacher/day Constructed
Learning formulation a.Short Program Teachers the month =P2,160.00 a test
of a Higher -invocation *School Head at 2:00 to questions in
Order -Pambansang-awit -Master Teacher 4:00 PM 1 ream bond a Higher
Thinking -Opening Remarks paper- Order
Skills b.Checking of 167.00 Thinking
questions. attendance Skills form
both in the
1bottle ink formative
 Target Setting 100.00
a.Presentation of and
the statement of summative
Purpose of the Total: assessment.
session 2,427.00
b.Orientation of Efficiency=
the output Apply the
test
 Leveling of questions in
Expectations the
a.Management of Teaching-
prior learning learning
and the expected process
outputs.
Timeliness=
-Session Proper More Often
a.Introduce the
steps and
procedures of
assessment as
per DO 8, 2015
b.Power point
presentation of
the different
assessment
tools.
 Introduce steps
and procedure of
asking HOTS
questions
 Demonstration
Teaching
 Writeshop and
critiquing.
Technical/team
coaching
Conclusions

Based on the findings of the study the researchers concluded that all the
three key result areas were identified to have challenged the newly-hired
teachers in the public secondary school as responded by the respondents.
Moreover, regardless age, gender, educational qualifications, length of service,
and net take-home pay, the same challenges have been encountered by the
newly-hired teachers in their novice teaching status.
The strategy of coaching implemented by the school head in their school
provided a significant effect to assist the challenges encountered by the newly-
hired teachers in planning the lesson, implementing the lesson and assessment
of learning outcomes. Hence, this strategy should be established and that there
was no one best system by which all newly-hired teachers may gain access to
the collegial support and assistance of peers to ensure a successful first year
teaching (Tianero, 2003).

Recommendations
Based on the findings and conclusions, the following recommendations
are presented to:
1. Division Ranking and Hiring Committee
Teachers’ induction program should be scheduled longer giving emphasis
on teaching methodologies and assessment of students’ performance to equip
the non-education graduates. Hiring and assigning of teachers should be made
by their major field of specialization if not, teachers may be sent for an in-
service training.
2. Higher Education Institutions
Higher education institutions should equip the student teachers the
necessary teaching skills in preparation for the actual teaching-learning field. A
well-supervised practice teaching activity should be imposed to the student
teacher in their collegiate years for them to experience the real and the actual
scenario of the teaching-learning process particularly in the public schools.
3. School Administrators
Administrators shall provide technical assistance that shall be made
regular to assist them in their weak points. Furthermore, they shall provide the
following:
a) creating a wholesome atmosphere that should permeate all newly-
hired teachers to feel at ease through the presence of an
accommodating colleague;
b) influencing teacher’s creativity thus making classroom activities more
interesting and pleasantly challenging to school children;
c) planning with the teachers the effective student-centered activities in
the classroom;
d) assisting teachers in acquiring technological resources for higher
learning outcomes;
e) helping teachers in organizing meaningful and inclusive learning
activities;
 f) helping teachers in the construction of relevant instructional
materials suited to the students’ personal and cultural diversity;
g) initiating avenue that will enhance the teachers creativity to assess
students authentic learning outcomes; and
h) encouraging teachers to attend seminars and enroll graduate study
program for continuous personal and professional growth;
4. The Newly-hired Teachers
Although most of the respondents are novice to the DepEd’s standard,
still it is considered to be manageable since they are still new in the service. It
is recommended that they should help themselves coped with the standard set
by the department so that they can achieve positive learning outcomes of their
works as a teacher. The reason of being new in the field is not acceptable
because ideally a new teacher is a powerful teacher, therefore, they should
work harder in order to attain desirable and quality student outcomes that are
the goal of education.

Such that they should endeavor to do the following:

a. Prepare quality and functional daily lesson plans/logs.

b. Employ interactive and integrative learning strategies.
c. Utilize regularly the performance-based assessment criteria as
suggested in DO 8, s. 2015.
d. Practice time management wisely in all assigned school works.
e. Enhance teachers’ creativity and resourcefulness.
f. Integrate Higher Order Thinking Skills and Multiple Intelligences
teaching-learning strategies.

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