How DepEd Order No.

49 Series of 2022
impacts Senior High School
Teachers

A Quantitative Research
presented to the department of Senior High School STEM strand
San Jose City, National High School
Cadhit st.., San Jose City, Nueva Ecija

in partial fulfillment of the requirements in

PRACTICAL RESEARCH 2

Fernandez, Cyrizz Joy L.

Manuel, John Gregory R.
Pascua, Cristine Joy T.
Ramos, Renz Piolo E.

STEM 12- MARCONI

John Harrold Sapad

Research Adviser

Date of Completion
 Chapter I

INTRODUCTION

Background of the Study

DepEd order no. 49 series of 2022 entitled Promotion of Professionalism in

the Implementation and Delivery of the Basic Education Services and Programs

has brought significant changes in the teaching field for the Teachers of San

Jose City National High School Senior High School because DepEd order no. 49

series of 2022 prohibited teachers from communicating with their students

outside group chats. Communicating their grievances in an informal way on

social media and this order reminds teachers and personnel to send their issues

and concerns through appropriate and formal channels of communication.

DepEd Order No. 49, Series of 2022 and its specific effects on the teaching staff

are the focus of this research study. We seek to shed light on the real-world

difficulties, possibilities, and changes that have arisen as a result of the

implementation of this policy by evaluating it through the eyes of educators at a

particular institution. The results of this research study will not only aid in a better

comprehension of the ramifications of this policy but will also provide information

that can be used to improve and refine its implementation.

Vice President and Education Secretary Sara Duterte issued DepEd Order

No. 49, Series of 2022 on November 2 to remind staff to address issues and
concerns with basic education through formal and appropriate channels "without

resorting to any political or third-party intervention or accommodation.” The order

modified a previous instruction instructing DepEd staff members not to ask for

endorsements or solicit favorable treatment from politicians, government officials,

or other comparable bodies outside the agency."Yung pong to depoliticize

DepEd, ay layunin ay pag mayroong kailangan ang ating mga empleyado sa

DepEd, ang ating mga teachers, gusto natin na huwag nang idaan sa mga

government officials o mga politiko para makarating sa central office o sa mga

superiors nila sa DepEd," Poa stated in a CNN Philippines Newsroom interview.

Ngayon said, (Translation: When we say to depoliticize DepEd, our aim is that

should our employees or teachers require anything, we don't want them to

course it through government officials or politicians to reach the central office or

their superiors at DepEd.) (Poa, 2022)

On Thursday, Vice President and Secretary of Education Sara Duterte

reiterated the need for teachers to draw the line and act professionally when

interacting with their kids. The Vice President made the comment at the

Department of Education Central Office's celebration of the 30th National

Children's Month, which coincided with the opening of the Child Protection Unit

(CPU) website and Learner Telesafe Contact Center national hotline. In addition

to coming up with remedies for the issues that had dogged the department for

years, Duterte claimed that upon taking over as secretary of education in June of

this year, she also had to "deal with disturbing and painful stories about learners
being victims of sexual abuse." Some of the incidents were "typical instances of

sexual grooming," she continued, "which is a predatory behavior carried out

predominantly by adult offenders who use their position, wealth, charm, and

influence to carry out their plan against a youngster or another vulnerable adult.

DepEd Order No. 49, s., was just released by the Department of Education.

"Promotion of Professionalism in the Implementation and Delivery of Basic

Education Programs and Services" is the title of a 2022 initiative to support

effective and efficient policies and initiatives. Officials and staff members of

DepEd schools were instructed in the directive to "avoid relationships, interaction,

and communication, including following social media with learners outside of the

school setting, except if they are relatives." Duterte emphasized the value of

teachers not having ties or connections with students outside of the classroom

during last week's National Children's Month celebration. Some people don't

comprehend my stance on professionalism, I've noticed. But in all honesty, you

should not be consuming alcohol in front of your kids if you are a teacher. And if

you're a teacher and you feel drawn to a kid you're drinking with, Duterte said

that's only a prelude to what you want to do to the youngster. "Kaya lagi kong

sinasabi talaga sa mga teachers na you should be professional dahil you are

dispensing service to these students who are your clients, and therefore you

have to be unbiased and you have to be a role model for them," she continued.

(OVP, 2022) She emphasized the need to draw a "fine line" between friendships

that are maintained inside and outside of school hours for both teachers and non-

teaching staff. "We recognize that these incidents are preventable if our non-
teaching and teaching personnel of the Department of Education would draw the

line, where they could be friends inside the school setting and not carry it outside

of it," said Duterte. (Sara Duterte, 2022) A department order that followed a code

of behavior for government officials was implemented for two reasons: to

eliminate politics and to professionalize the ranks, a representative of education

stated on Tuesday. Speaking to CNN Philippines on Tuesday, Education

spokesperson Michael Poa said, "Gusto lang natin i-remember ang (We would

like to remind) teachers and personnel that they have to be professional in their

contacts with the public and each other. "Wala pong (There is no) specific trigger

sa pagre-release ng (in the release of the) department order. Actually, the order

refers to the code of conduct and ethical standards of the civil service," he

explained. (Poa, 2022)

Statement of the Problem

This study generally aims to determine the impact of the DepEd Order

NO.49 Series of 2022 to those Senior High School Teachers of San Jose City

National High School-Seniors High School. Specifically, this study sought to

answer the following questions:

1. How does the order impact the ability of teachers to stay informed about

students' lives outside of school?

2. What impact does the order have on the ability of teachers to build trust with

students?

3. How does the order disproportionately impact marginalized students?

Objectives

The following objectives are sought after by this study, which examines how

DepEd order no. 49 series of 2022 affects senior high school teachers:

1. Identify/determine if their agree to abolished the interaction of student and

teachers in social media

2. Identify what other ways of communication available in students and

teachers

3. Assess how Effective the communication use

Significance of the Study

This research aims to explore the impact of the DepEd order no. 49 series

of 2022 on the way teachers implement and deliver the basic education services

and programs that is why the results of the study are of great benefit to the

following:

Teachers

This research will serve as the voices of many senior high school teachers

since this research focuses on the effects of the DepEd order no. 49 series of
2022 to the teachers. This research will also serve as a guide for teachers to

better comprehend the effects of the said DepEd order.

Researchers.

This research will serve as a related study for future researchers on this

topic.Future researchers will benefit from this research.so that they have a

source of inspiration and new information.Additionally, it will provide as a

roadmap and foundation for scholars who are already attempting to broaden and

deepen your investigation into it. They might learn additional relevant information

about the aforementioned DepEd order thanks to this investigation. They could

gain a comprehensive and in-depth grasp of this DepEd order thanks to this

research.

Scope and Delimitation

This study focuses only on the views of San Jose City National High School-

Senior High School, teachers from 11th grade to 12th grade. Non-teaching

personnels of the San Jose City National- Senior High School are excluded from

the scope of this research Instead, this study focuses on the possible effects of

DepEd order no. 49 series of 2022 in teachers This study covers only the city of

San Jose City, Nueva Ecija where the respondents or respondents are also from

here.
 Chapter II

Review of Related Literature and Study

Chapter II presents the related literature and study about the effects of the

DepEd order no. 49 series of 2022 to Senior High School teachers that will

broaden the introduction and background information presented in chapter I.

Impact of the order to the ability of teachers to stay informed about

students' lives outside of school

At-risk kids for academic failure and early school dropout include those from

minority groups, those from low socioeconomic situations, and those who lack

desire or academic achievement (Fortin et al., 2006). A cooperative, supportive,

and loving relationship between the student and the instructor can serve as a

protective factor against more severe behavioral issues and academic failure,

particularly for these at-risk adolescents (Longobardi et al., 2016; Roorda et al.,

2017). However, in comparison to their peers who are not at risk, these kids

frequently report more negative teacher-student connections (i.e., relationships

marked by antagonism and discord between teacher and student) (McGrath &

Van Bergen, 2015).

Furthermore, according to Gregory and Weinstein (2008) and Mercer and

DeRosier (2010), students who feel that their connections with their professors

are not positive are more likely to behave in a defiant and cooperative manner.

It's interesting to note that Gregory and Thompson (2010) discovered that not all

teacher exchanges included oppositional behavior. As a result, some educators

are able to have more cordial, amiable, and cooperative relationships. On the

other hand, most educators find it challenging to build a good rapport with pupils

who behave in an unfriendly or troublesome manner (Lewis et al., 2005).

Impact of the order on the ability of teachers to build trust with students

Every student is influenced by their teachers in a lasting way. A research

by Simon Fortsmeier (2022) states that getting to know students and gaining

their trust—and vice versa—is one of the keys to effective teaching. According to

Simon Fortsmeier's research, Resnick et al. (1997) looked into the relationship

between student mental health and teacher-student relationships (2022). Every

pupil views their teachers as their second parents. Most students, according to

research, struggle with issues or expectations from their families. As per the

research carried out by Resnick et al. (1997), that Simon Fortsmeier (2022)

found that pupils who had a good rapport with their teachers were less likely to

commit suicide, experienced fewer suicidal thoughts, and experienced less

stress. According to Nathan Burroughs et al. (2019), one of the most significant
school-based resources in predicting children' lifetime outcomes and future

academic success is their teacher.

Disproportionate impact of the order to marginalized students

Unfair school punishment practices and systemic violence are obstacles to

safe, just, and equal education. Additionally, they limit people's access to civic

liberties and social possibilities. This policy paper focuses on issues of race and

unequal racial repercussions. Research indicates that social policies and

schooling environments create the conditions for young people of color to

encounter violence in regularized, systematic, and damaging ways. (Scott,

undated)

Racial inequities in school punishment were the subject of a Dear

Colleague Letter (DCL) published in 2014 by the Department of Education and

the Department of Justice. The education policy community is in a heated dispute

since the Department of Education is thinking about removing this advice

document.

The letter's stated goal is to assist public schools in enforcing discipline

without engaging in racial discrimination. Following that, it provides an overview

of current racial differences in discipline as documented by the Civil Rights Data

Collection (CRDC). While acknowledging that inequalities in punishment rates by

themselves do not necessarily indicate discrimination, it does so by citing

academic studies and previous Departmental investigations to back up the claim

that the differences "are not explained by more frequent or more serious
misbehavior by students of color.”Instead, it concludes, “racial discrimination in

school discipline is a real problem.”(Nora 2018)

Conceptual Framework

Independent Variable
 Impact of the order to the Dependent Variable
ability of teachers to stay
informed about students'
lives outside of school IMPACTS OF THE
 Impact of the order on the DEPED ORDER
ability of teachers to build NO. 49 SERIES
trust with students OF 2022

 Disproportionate impact of
the order to marginalized
students

The paradigm that this conceptual framework is founded on uses variables, both

independent and dependent. It makes use of independent variables. includes the

elements of impact of the order to the ability of teachers to stay informed about

students' lives outside of school, impact of the order on the ability of teachers to

build trust with students, and disproportionate impact of the order to marginalized

students.

However, by using dependent variables, it describes the Order No. 49 Series of

2022, DepEd. The outcomes acquired will be applied to Determine the

connection between the two problems that represent the boundary. between

variables that are dependent and independent.

Research Hypotheses

Researchers develop the following conclusions after carefully defining the

problem:

1. Hypotheses for Impact of the order to the ability of teachers to stay

informed about students' lives outside of school

Null Hypothesis (H0): Teachers' capacity to remain informed is not significantly

impacted by the sequence in which they obtain information about their students'

lives outside of the classroom.

Alternative Hypothesis (H1): Teachers' capacity to remain informed is greatly

impacted by the sequence in which they obtain information about their students'

lives outside of the classroom.

2. Hypotheses for Impact of the order on the ability of teachers to build

trust with students

Null Hypothesis (H0): Teachers' capacity to remain informed is not significantly

impacted by the sequence in which they obtain information about their students'

lives outside of the classroom.

Alternative Hypothesis (H1): Teachers' capacity to remain informed is greatly

impacted by the sequence in which they obtain information about their students'

lives outside of the classroom.

3. Hypotheses for Disproportionate impact of the order to marginalized

students

Null Hypothesis (H0): Offering opportunities, resources, or activities to

marginalized students in a different order will not significantly affect their chances

of being disadvantaged.

Alternative Hypothesis (H1): Students from marginalized backgrounds are

disproportionately affected by the sequence in which opportunities, resources, or

activities are offered.

Definition of Terms