POLICY BRIEF

The Rights of Public School Teachers in Mangaldan,

Pangasinan During the Pandemic: Status, Challenges,
and Recommendations
KEY MESSAGE
The sudden shift from face-to-face traditional
EXECUTIVE SUMMARY
learning to remote learning during the COVID 19
pandemic has raised crucial economic and social Human rights are
issues. The situation further highlighted the universal, mutually-
unreadiness of schools and teachers to adapt to reinforcing, and
change, which has forced them to look for interdependent. The
right to education is an
alternative methods. integral part of the
There is also ambiguity about the workload basic human rights
and scope of involvement of teachers in the and is being fulfilled by
government response to the pandemic. The learning institutions
and educators. Early
sudden change has driven the teachers to use
this year, the novel
tools and platforms that they are not prepared to corona virus was
use nor trained on. Teachers were left with no declared by the World
choice but to continue some of their regular Health Organization
(WHO) as a pandemic.
undertakings during the pandemic. To the point of Having no precedent,
putting themselves at risk of acquiring the deadly the situation has
virus just to ensure that the modules and learning brought unparalleled
materials reach the students. disruption in the
system of education
In spite the additional workload and risk,
teachers do not seemingly enjoy the rights and as the pandemic sweeps the nation, public school teachers
braced themselves for the “new normal” in education. This study
embodied in the Magna Carta for Public School
analyzes the: 1) status of implementation of the Magna Carta for
Teachers nor given additional compensation for Public School Teachers which was passed into law in 1966 and has
additional services rendered. since remained untouched; 2) challenges faced by public school
The dissemination of the findings of this study teachers who remain in the front line in spite of the pandemic; and
3) timeliness of amending some of the provisions of the law to make
aims to raise awareness on the challenges facing
them attuned to the COVID-19 situation and to the new normal in
teachers, to highlight their role in the education. The study aims to come up with science-based findings
achievement of targets, and the need to address and inputs to policy recommendations. The locale of the study is
the pressing issues related to the enjoyment of the thriving municipality of Mangaldan in Pangasinan, specifically,
the two public schools, namely: Mangaldan National High School
the rights specified in the Magna Carta through
and the Mangaldan Central School. The study adopts the Stages
amendments in the provisions related to career, Heuristics Model and employs mixed method of quantitative and
hours of work and remuneration, health qualitative research, descriptive analysis, T-test, and Multiple
measures and injury benefits. Regression.

Aside from the Social Justice and Human Rights provisions of the 1987 Philippine Constitution, the rights of public-
school teachers are guaranteed by Republic Act No. 4670 or the Magna Carta for Public School Teachers.

STATUS
The study collected the viewpoints and experiences of the teachers from two public schools in Mangaldan, Pangasinan. The
teachers are witnesses of the hardships the pandemic has brought for their students, themselves, and their profession. Their judgments,
experiences, and expertise in dealing with people are critically important to solving the emerging challenges as the pandemic continues,
as well as, in confronting its aftermath.
The participant public school teachers are not fully convinced that the provisions of R.A. 4670 are implemented before and
during the pandemic. But they all agree that the present situation has made the situation worse. In terms of Career, they agreed that the
government is observing the provisions of the Magna Carta for Public School Teachers except in some parameters where they showed
insufficient understanding as to whether the government is observing the same. Some of the reasons for this unfamiliarity according to
the participants are the following: 1) R.A. 4670 is not part of the employee orientation; 2) Seminars on the matter is seldom undertaken
in the school setting; 3) Inadequate advocacy on the rights of teachers; 4) Not aware on the specific provisions; and 5) Incongruence
between policy and actual observance. The greater majority of the participants mentioned that they do not receive additional
compensation for works done related to COVID 19. The participant public school teachers also “Strongly Disagree” that they receive
additional health-related benefits despite their high exposure to risks. Medical Examinations are made compulsory but are not provided
free of charge. The physical and nervous strains on the teacher’s health are recognized as compensable occupational disease in
accordance with existing laws but none of the participants who have been experiencing such are provided with any compensation. In
terms of academic freedom, the participants feel that teachers should be given more opportunity to design learning materials and
assessment tools based on the needs of learners in the locality.
CHALLENGES
The challenges that the teachers encountered under this situation is larger for them to easily adjust and adapt to the new normal.
These challenges are the following: Increased workloads, Increased responsibilities, Difficulty in Managing Time, Health Risks,
and Problems arising from the Distance Learning. Aside from these challenges, the responses of the participants also reflect other
issues that the public school teachers are facing, such as the lack of support from the government in the distribution and retrieval
of the modules and other school-related activities. These challenges coupled by the risk of the pandemic posed great stress for the
public school teachers as they also go to the community and deliver the modules to their students.
FURTHER ACTIONS: POLICY RECOMMENDATIONS
1. It is high time for the legislators to revisit Republic Act No. 4670, otherwise known as the Magna Carta for Public School
Teachers. First, there are events and situations that were unforeseen when the law was conceptualized and enacted in 1966.
One example is the roles of teachers during a pandemic. Inclusion of policies responsive to emergencies and pandemics
can serve as roadmap to guide future actions both during crisis and under normal operating conditions. Second, revisiting
the law can be a crucial strategy in updating outdated provisions and in addressing implementation issues.
2. The Magna Carta prescribes that teachers shall not be required to render more than six hours of actual classroom teaching
a day. Otherwise, they shall receive payment for additional compensation. But, given the experiences of the public school
teachers during the pandemic where they spend more than the required number of hours accommodating the students, it is
useful to revisit provisions pertaining to the benefits for additional workload.
3. The Local Government Code of 1991 and the Magna Carta for Public School Teachers provide for the participation of the
Local Government Units in the school activities and development. However, LGUs have extended minimal support to schools
during the pandemic. Not to mention that the local travel restrictions have posed additional burden on the commuting teachers
and in the distribution of modules. There is therefore a need to reinforce the concept of decentralization to highlight the role
of local government units in ensuring the safety of the people including the public school teachers during the pandemic.
These can be done by steering local government units to introduce policy directions and implement initiatives responsive to
the demands of their respective localities.
4. The participants disclosed that the policies on health measures and injury benefits and career opportunities vary from one
division to another. While there is one law, the implementation varies due to the lack of standard tools and parameters for
compliance. These are among the reasons why mechanisms for the monitoring and evaluation of the observance of the
policies related to the rights of Public School Teachers needs to be institutionalized.
5. According to the Magna Carta, teachers shall enjoy academic freedom in the discharge of their duties with regards to teaching
and classroom methods. However, the current set-up is rather centralized as it is the head office that plans and provides the
learning materials for the use of every public schools. The observance of the right to academic freedom through localization
and contextualization of instruction may be added to the existing policy. Giving the teachers in the grassroots the opportunity
to participate in the planning process and in making decisions which would affect them and the students.
6. The Magna Carta clearly specified that medical examinations must be given free of charge. However, the same is not usually
observed as disclosed by the participants. Other than this, policies vary from one division to another. The Department of
Education therefore must allot fund for the annual medical examination of teachers to determine their fitness to work and
general health status. Otherwise, establish linkage with non-government organizations advocating for health, Department of
Health, or local government units.
7. Given the additional budget required to sustain the operations of schools due to the mass production of learning materials
and their distribution, Local Government Units, in response to relevant laws, rules, and issuances should maximize the use
of Special Education Fund (SEF) which shall be expended exclusively for the activities of the Department of Education. Local
legislators may consider using the SEF to complement the resources of the schools for the preparation and printing of
modules and other teaching materials.
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