Chapter 4-5

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Chapter 4
RESULTS AND DISCUSSION
This chapter presents the gathered and processed data using tabular form,
interpreted and analyzed in order to provide a better and clear understanding on the
problems stated in Chapter 1.
1. Profile of Teacher-respondents
Table 2
Frequency and Percentage Distribution on the Teacher-respondents’
Profile Variables
Profile Variables Frequency Percentage
(f) (%)
60-64 2 0.70
55-59 18 6.40
50-54 22 7.90
Age (years)
45-49 23 8.20
Mean = 37.66
40-44 41 14.60
or 38 years
35-39 56 20.00
old
30-34 64 22.90
25-29 28 10.00
20-24 26 9.30
Total 280 100.00
Male 93 33.20
Sex Female 187 66.80
Total 280 100.00
Married 170 60.70
Civil Single 91 32.50
Status Separated 13 4.70
Widowed 6 2.10
Total 280 100.00
Permanent 268 95.70
Employment
Contractual 9 3.20
Status
Casual 3 1.10
Total 280 100.00
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Table 2
Frequency and Percentage Distribution on the Teacher-respondents’
Profile Variables
Profile Variables Frequency Percentage
(f) (%)
35 & Above 2 0.70
30-34 10 3.60
Length of 25-29 21 7.50
Service 20-24 13 4.70
(years) 15-19 30 10.70
Mean = 11.09 10-14 58 20.70
or 11 years 5-9 72 25.70
0-4 74 26.40
Total 280 100.00
Teacher I 96 34.30
Teacher II 65 23.30
Teacher III 83 29.60
Master Teacher I 14 5.00
Academic
Master Teacher II 14 5.00
Rank/Position
Master Teacher III 3 1.00
Head Teacher I 2 0.70
Head Teacher II 1 0.40
Head Teacher III 2 0.70
Total 280 100.00
Doctorate degree 8 2.90
Highest With Doctorate units 17 6.10
Educational Master’s degree 51 18.20
Attainment With Master’s units 114 40.70
Bachelor’s degree 90 32.10
Total 280 100.00
Table 2 shows the frequency, percentage and mean distribution on the teacher-
respondents’ profile variables of age, sex, civil status, employment status, length of
service, academic rank/position, and highest educational attainment.
1.1. Age. Most of the teacher-respondents with 64 or 22.90% are from age group
30-34 years old; 56 or 20.00% are from age group 35-39 years old; 41 or 14.60%
are from age group 40-44 years old; 28 or 10.00% are from age group 25-29 years
old; 26 or 9.30% are from age group 20-24; 23 or 8.20% are from age group 45-
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49; 22 or 7.90% are from age group 50-54; 18 or 6.40% are from age group 55-
59; and 2 or 0.70% are from age group 60-64. The computed mean age of teacher-
respondents was 37.66 or 38 years old. The study further reveals that the teacher-
respondents were on their early adulthood which ranges from 30 to 34 years old.
This scenario is similarly observed by Umali, Dagdagan, De Torres, Felipe,
Maranan, & Maranan (2013) that secondary school teachers are at their early
adulthood stage characterized on their willingness to work hard and exert extra
efforts for the the teaching profession that will help to sustain their daily family
needs or even their graduate studies as one requirement for job promotion.
1.2. Sex. Majority of the teacher-respondents with 187 or 66.80% are females
while 93 or 33.20% are males. The composition of respondents has more female
teachers than male. This is similarly observed in the Department of Education in
the Philippines where female teachers outnumber the male teachers. It can be
noted in the study of Beriales, Permocillo Bartizo and Porras (2017) that majority
of teachers in DepEd Division are females who are much equipped and suited for
teaching jobs as the study claims that females tend to show support and care to
children than males. The superiority of their number engaging in teaching
profession is accounted on mindset of female sector to engage them in child care
and preference to work among schools.
1.3. Civil Status. Majority of the teacher-respondents with 170 or 60.70% are
married; 91 or 32.50% are single; 13 or 4.70% are separated; and 6 or 2.10% are
widowed. Clearly garnered from the data that majority of the respondents are
married. This further shows the emotional and psychological preparedness of the
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respondents in handling marital relationship and parental responsibilities as
reflected on their work as teachers. This finding is similar to the study of Bundang
(2017) where married respondents dominate in her study.
1.4. Employment Status. Most of the teacher-respondents with 268 or 95.70%
are permanent employees; 9 or 3.20 are contractual employees and 3 or 1.10%
casual employees. The superiority of regular teacher-employees in Schools
Division of Zambales is mirrored on the compliance of teachers to meet the
requirements for regularization and continue their growth in the profession.
According to Martin (2016) the love in teaching profession continue to increase
employee loyalty resulted to secure their employment status. The findings of this
study support the fact that teachers typically stay on their tenured profession.
1.5. Length of Service. There were 74 or 26.40% with 0-4 year/s in service; 72 or
25.70% with 5-9 years in service; 58 or 20.70% with 10-14 years in service; 30 or
10.70% with 15-19 years in service; 21 or 7.50% with 25-29 years in service; 13
or 4.70% with 20-24 years in service; 10 or 3.60% with 30-34 years in service;
and 2 or 0.70% with 35 & above years in service. The computed mean for length
of service was 11.09 or 11 years. The data clearly suggests on the determination
and commitment of the respondents in the teaching profession. According to
them, they have no more intention to leave teaching and committed to stay up to
the age of retirement.
1.6. Academic Rank/Position. The academic rank/position of most respondents
is Teacher I with 96 or 34.30%; 83 or 29.60% are Teacher III; 65 or 23.30% are
Teacher II; 14 or 5.00% are Master Teacher I and Master Teacher II, respectively;
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3 or 1.00% are Master teacher III; 2 or 0.70% are Head Teacher I and Head
Teacher III, respectively; and 1 or 0.40% is a Head Teacher II. Teachers in the
DepEd are ranked after they applied when there is an open ranking. They are
ranked based on criteria as to performance rating, experience, outstanding
accomplishments, education, training, potential, and psycho- social as per
Department Order 66, series of 2007.
1.7. Highest Educational Attainment. Majority of the teacher-respondents with
114 or 40.70% are with Master’s units; 90 or 32.10% are Bachelor’s degree
holders; 51 or 18.20% are Master’s degree holders; 17 or 6.10% are with
Doctorate units; and 8 or 2.90% are Doctorate degree holders. Numerous studies
reveal that teachers’ academic preparation, certification type, and years of
teaching experience, among others, are often taken as indicators of teacher quality
(Goldhaber & Anthony, 2013). Those teachers with sufficient academic
preparation are seen to be competent in subject matter content and pedagogical
skills enabling them to be effective in classrooms and produce larger student
achievement gains (Darling-Hammond, 2010).
2. School Climate
The data on the school climate as perceived by teacher-respondents are presented
in Table 3, Table 4, Table 5, Table 6, Table 7 and Table 8. There are six (6) School
Climate dimensions as to School and Community Engagement, Teacher Connections,
Structure of Learning, Physical Environment, Student Peer Relations and Parental
Involvement.
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2.1. School and Community Engagement
The School Climate as to School and Community Engagement as perceived by
teacher-respondents is presented in Table 3.
Table 3
Perceived School Climate as to School and Community Engagement
SCHOOL AND COMMUNITY Weighted Descriptive
Rank
ENGAGEMENT Mean Equivalent
1 Our school makes an effort to inform the
community about the online mode of 3.71 Always 1
learning.
2 Our school is able to extend support to our
community when needed especially this 3.56 Always 2.5
time of COVID 19 Pandemic.
3 Our school used online survey and/or
advertisement to inform our stakeholders 3.54 Always 4
about our school.
4 Organized community groups (e.g. PTA,
LGU) meet regularly through online if not
3.37 Always 5
possible in face to face to discuss school
issues.
5 School people are responsible to the needs
and concerns expressed by community 3.56 Always 2.5
members.
Overall Weighted Mean 3.55 Always
The teacher-respondents perceived “Always” that their school “1. Makes an effort
to inform the community about the online mode of learning”, with a rating of 3.71 (rank
1) while their school “4. Organized community groups (e.g. PTA, LGU) meet regularly
through online if not possible in face to face to discuss school issues” had the lowest
mean of 3.37 interpreted as “Always” (rank 5). Overall, the school climate as to school
and community engagement was perceived by teacher-respondents as “Always” with a
mean rating of 3.55.
Epstein & Becker (2014) noted that teachers believe that parents' help is necessary
if schools are to solve problems. Schools need to collaborate and engage with parents to
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discuss school issues. Teachers mainly requested that parents should review or practice
activities that were taught in class. Some researchers have focused on how to increase
teachers' understandings of the literacy practices that go on in any home which shows
enhancement of teachers' effectiveness (Slaughter, 2018). A cited by Escobar & Morrison
(2020) the result of their study indicated that the lack of direct interaction of the teachers
with their students affects the students learning. In most schools all over the world,
students rely on their teachers regarding academics stability and other aspects Strauss
(2020). To support this finding, Asbury & Kim (2020) emphasized the importance of
professional relationships and connections with pupils and colleagues as source of
support.
2.2. Teacher Connections
Table 4 shows the School Climate as to Teacher Connections as perceived by
teacher-respondents.
Table 4
Perceived School Climate as to Teacher Connections
Weighted Descriptive
TEACHER CONNECTIONS Rank
Mean Equivalent
1 I feel supported by and connected to other
teachers, school heads and department 3.59 Always 2.5
heads during pandemic.
2 Teachers respect the professional
3.69 Always 1
competence of their colleagues.
3 I feel like I play an important part at my
3.52 Always 4
school during pandemic
4 Teachers in this school exercise
3.47 Always 5
professional judgment.
5 The online interaction between faculty
3.59 Always 2.5
members is cooperative.
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The teacher-respondents perceived “Always” that “2. Teachers in their school
respect the professional competence of their colleagues”, with a rating of 3.69 (rank 1)
while “3. Teachers in their school exercise professional judgment” had the lowest mean
of 3.47 interpreted as “Always” (rank 5). Overall, the school climate as to teacher
connections was perceived by teacher-respondents as “Always” with a mean rating of
3.57.
The findings of this study is supported by the claim of Ontario (2011) that
teachers should exercise professional judgement reflected on professional knowledge of
curriculum expectations, context, evidence of learning, methods of instruction and
assessment, and the criteria and standards that indicate success in student learning. In
professional practice, judgement involves a purposeful and systematic thinking process
that evolves in terms of accuracy and insight with ongoing reflection and self-correction.
The ability to more consistently exercise professional judgement means teachers
are better able to make insightful decisions regarding instructional practices, classroom
resources, interaction with students, creating a positive classroom environment, and
communication with parents and guardians (Ontario, 2011).
2.3. Structure of Learning
The School Climate as to Structure of Learning as perceived by teacher-
respondents is shown in Table 5.
The teacher-respondents perceived “Always” that they “5. Have been concerned
about the safety of students learning at home”, with a rating of 3.66 (rank 1) while “1.
Teachers at their school recognize students for good behavior during online classes” had
the lowest mean of 3.41 interpreted as “Always” (rank 6). Overall, the school climate as
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to structure of learning was perceived by teacher-respondents as “Always” with a mean
rating of 3.53.
Table 5
Perceived School Climate as to Structure of Learning
STRUCTURE OF LEARNING Rank
Mean Equivalent
1 Teachers at my school recognize students
3.41 Always 6
for good behavior during online classes.
2 Teachers at my school have high standards
3.48 Always 4
for achievement even during pandemic.
3 My school promotes academic success for
3.56 Always 3
all students and treated them fairly.
4 Teachers at my school work hard to make
sure that students do well and are
3.63 Always 2
committed to helping students thru online
and distribution of modules.
5 I have been concerned about the safety of
3.66 Always 1
students learning at home.
6 Instructional materials and modules are up
to date and well prepared for blended 3.44 Always 5
learning.
The study findings is supported by the empirical study on online learning of
Toyama (2010). The analyst screened studies to find those that (a) contrasted an online to
a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous
research design, and (d) provided adequate information to calculate an effect size. As a
result of this screening, 50 independent effects were identified that could be subjected to
meta-analysis. The meta-analysis found that, on average, students in online learning
conditions performed modestly better than those receiving face-to-face instruction. The
difference between student outcomes for online and face-to-face classes—measured as
the difference between treatment and control means, divided by the pooled standard
deviation—was larger in those studies contrasting conditions that blended elements of

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online and face-to-face instruction with conditions taught entirely face-to-face. Analyst
noted that these blended conditions often included additional learning time and
instructional elements not received by students in control conditions. This finding
suggests that the positive effects associated with blended learning should not be attributed
to the media, per se. An unexpected finding was the small number of rigorous published
studies contrasting online and face-to-face learning conditions for K–12 students. In light
of this small corpus, caution is required in generalizing to the K–12 population because
the results are derived for the most part from studies in other settings e.g., students’ good
behvior, medical training, higher education.
2.4. Physical Environment
Table 6 presents the School Climate as to Physical Environment as perceived by
Table 6
Perceived School Climate as to Physical Environment
PHYSICAL ENVIRONMENT Rank
Mean Equivalent
1 The physical environment at home
promotes an atmosphere conducive for 3.38 Always 4
learning.
2 Parents make an effort to clean physical
environment and allocate room for learning 3.34 Always 5
at their home.
3 Teachers at my school keep physical
3.59 Always 2
environment clean, sanitized and organized.
4 Teachers make an effort to maintain and
3.62 Always 1
practice health protocols.
5 Lack of blackboard, chalk and charts at
3.44 Always 3
home are not hindrance for online classes.
The teacher-respondents perceived “Always” that “4. Teachers in their school
make an effort to maintain and practice health protocols”, with a rating of 3.62 (rank 1)
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while “2. Parents in their school make an effort to clean physical environment and
allocate room for learning at their home” had the lowest mean of 3.34 interpreted as
“Always” (rank 5). Overall, the school climate as to physical environment was perceived
by teacher-respondents as “Always” with a mean rating of 3.47.
Physical environment in schools contribute on the formal learning of students in
school. Mahar (2011) states that the physical environment directly related to the
opportunities they have to be active and setting a tone of motivation for students’
learning. Thus, home can extend the physical environment of school to their home.
Family have the potential to influence the physical activity behaviors of their children
through various opportunities. Furthermore, children are sedentary for much of the school
day, and emerging evidence suggests that long periods of inactivity should be avoided.
Thus it is essential for the home setting to provide opportunities for their children to be
physically activite throughout the day through providing an environment conducive for
the extension of learning.
2.5. Student Peer Relations
Table 7 shows the School Climate as to Student Peer Relations as perceived by
Table 7
Perceived School Climate as to School and Community Engagement
STUDENT PEER RELATIONS Rank
Mean Equivalent
1 Students help one another thru online
3.28 Always 3
collaboration .
2 Students demonstrate proper behaviors in
3.27 Always 4
online learning.
3 Students are isolated in an online learning
3.23 Sometimes 5
mode.
4 Students treat other students fairly 3.37 Always 1
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regardless of race, ethnicity or culture.

5 Students extend their help to others in
3.34 Always 2
accomplishing online task.
The teacher-respondents perceived “Always” that “4. Students in their school
treat other students fairly regardless of race, ethnicity or culture”, with a rating of 3.37
(rank 1) while “3. Students in their school are isolated in an online learning mode” had
the lowest mean of 3.23 interpreted as “Sometimes” (rank 5). Overall, the school climate
as to student peer relations was perceived by teacher-respondents as “Always” with a
The barriers to participation that external students may experience are particularly
evident in collaborative learning tasks through group work, group presentations and
group assessments. Some of the issues experienced can be personal such as: anxiety
associated with using technology; being out of one’s comfort zone; (perception of)
inequity in assessment, particularly in “group” assignments; and, the (perceived) inability
or difficulty in peer interaction, particularly in presentations. Despite the best intentions
of teaching staff to provide equitable and beneficial learning experiences for all students,
regardless of enrolment mode, many academic staff members feel apprehensive and not
suitably equipped to teach via wholly (or mostly) online particularly as they themselves
may be still learning to use some of the platforms. This can leave learners in an isolated
place where they may also have varying levels of competency and proficiency using
different forms of IT and are therefore somewhat on their own when it comes to the
online learning environment through different Learning Management Systems (LMS)
(Swan, 2014).
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This is particularly highlighted in collaborative learning tasks where individuals
may be barely managing to navigate the system on their own, let alone needing to
traverse the complex environments of group interaction and social negotiation. While
group work is an important element within education that aids in developing numerous
interpersonal and transferable employable skills, an increasing number of potential
hurdles to achievement beyond those commonly associated with traditional group work
experiences may serve to further alienate isolated learners causing their disengagement,
withdrawal, or ultimate exclusion from engaging with and accessing the course materials
and associated learning activities. While the online environment provides opportunities
for the ways education is delivered and accessed by learners, assessment practices are
often limited in the variety and modes in which they are allocated in the online
environment. For example, where group presentations within the tertiary environment
have been traditionally conducted via predominantly face-to-face mediums, the online
environment presents additional opportunities for summative assessment with group
presentations that are not limited to a solely live option. Even so, online group
presentation assessments do not appear to be common practice which may be due to some
of the difficulties experienced by both students and academics in using an online delivery
platform. This is where “the sharing of ‘good practice’ and ‘lessons learned’ among
members of the higher education community can help academic teachers concentrate on
effective uses of technology and to avoid the unnecessary duplication of effort and
expense (Swan, 2014).
2.6. Parental Involvement

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The School Climate as to Parental Involvement as perceived by teacher-
respondents is presented in Table 8.
Table 8
Perceived School Climate as to Parental Involvement
PARENTAL INVOLVEMENT Rank
Mean Equivalent
1 Parents at my school attend PTA meetings
3.23 Sometimes 4
or parent/teacher online conferences.
2 Parents frequently volunteer to help special
3.21 Sometimes 5
projects.
3 Parents support and are involve in school
3.32 Always 3
activities.
4 Parents respect and abide on the
department’s directions, policy and 3.41 Always 1
implementing guidelines.
5 Parents frequently attend at participate
3.34 Always 2
school activities.
The teacher-respondents perceived “Always” that “2. Parents in their school
frequently volunteer to help special projects”, with a rating of 3.41 (rank 1) while “2.
Parents in their school frequently volunteer to help special projects” had the lowest mean
of 3.21 interpreted as “Sometimes” (rank 5). Overall, the school climate as to parental
involvement was perceived by teacher-respondents as “Always” with a mean rating of
3.30.
Relative to the findings of this study, Pearl (2013) claimed that parent
volunteering offers a huge resource and support base for the school community. They
also show their kids the importance of participating in the larger community.Working
with teachers, administrators, and other parents will help them understand their child's
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daily activities. Parental involvement can also tap into trends and fads of school life that
can help them communicate with their kids as they grow and change — all without
intruding on their privacy or personal space.
Some parents get "volunteer burnout" by the time their kids enter high school or
decide that the schools don't need them as much then. Many parents who volunteered a
lot of time during their kids' elementary years return to full-time careers by the time their
kids are teens, so there's often a shortage in the secondary schools (Pearl, 2013).
2.7. Summary: School Climate in Public Secondary Schools in Schools

Division of Zambales as Perceived by Teacher-respondents
The summary on the perceived School Cimate in Public Secondary Schools in
Schools Division of Zambales is shown in Table 9.
Table 9
Summary on Perceived School Climate in Public Secondary Schools in Schools
Division of Zambales
DIMENSIONS OWM DE Rank
1 School and Community Engagement 3.55 Always 2
2 Teacher Connections 3.57 Always 1
3 Structure of Learning 3.53 Always 3
4 Physical Environment 3.47 Always 4
5 Student Peer Relations 3.30 Always 5.5
6 Parental Involvement 3.30 Always 5.5
Grand Mean 3.40 Always
The six (6) dimensions of school climate was perceived by teacher-respondens as
“Always” manifested in: Teacher Connections (3.57, rank 1); School and Community
Engagement (3.55, rank 2); Structure of Learning (3.53, rank 3); Physical Environment
(3.47, rank 4); and Student Peer Relations and Parental Involvement, respectively (3.30,
rank 5.5). Overall, the teacher-respondents perceived that their school “Always” engage
on school climate with a mean rating of 3.40.

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This supports the fact that the school was able to equally demonstrate same level
of extent on the six (6) areas of school climate.
Effective teaching and learning is the result of complex group and psychological
processes. However, the precise organizational factors and psychological mechanisms
behind these processes are still under investigation. Identifying the means to improve
students' learning outcomes and teacher effectiveness and performance remain the subject
of continuous academic inquiry and a key objective of government and international
bodies. As a result of this interest, an immense body of work centerd on the construct of
“school climate” has emerged. School climate identifies the social characteristics of a
school in terms of relationships among students and teachers, learning and teaching
emphasis, values and norms, and shared approaches and practices as to school
community engagement, structure of learning, physical environment, student peer
relations and parental involvement. Among other factors, empirical evidence has
confirmed that school climate is powerful in affecting students' learning and teacher’s
effectiveness. However, the extent to which area of school climate largely influence
teacher’s effectiveness is less clear (Maxwell, 2017).
3. Work From Home Challenges
The data on the work from home challenges as perceived by teacher-respondents
are presented in Table 10, Table 11, Table 12, Table 13, Table 14 and Table 15. There are
six (6) Work from Home Challenges as to Job Related Items and Work Responsibilities,
Professional Development and Promotional Opportunities, Recognition and Work
Achievement, Organizational Policy and Administration and Technical Supervision,

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Working Relations and Compensation Benefits, and Physical Working Conditions and
Health Issues.
3.1. Job Related Items and Work Responsibilities
The Work From Home Challenges as to Job Related Items and Work
Responsibilities as perceived by teacher-respondents is shown in Table 10.
Table 10
Perceived Work From Home Challenges as to Job Related Items
and Work Responsibilities
JOB RELATED ITEMS AND WORK Weighted Descriptive
Rank
RESPONSIBILITIES Mean Equivalent
1 Working from home challenges me to
provide different platforms to different 3.64 Agree 1
level of students.
2 Working from home provides me
opportunities to use all my skills and 3.55 Agree 2
knowledge and be creative.
3 There is fair distribution of work load in
teaching on a work from home 3.47 Agree 4
arrangement.
4 I feel fully productive at home and gains
3.42 Agree 6
back more from unwanted interruptions.
5 There is an academic freedom and
responsibility in making decisions about 3.44 Agree 5
my daily task.
6 There is freedom to use my own judgment
and educational platform preference at 3.49 Agree 3
work.
7 There is no proper childcare to guide Moderately
3.14 8
students. Agree
8 Keeping regular schedules became hard to
cope up with deadlines due to limited 3.33 Agree 7
movement.
Overall Weighted Mean 3.44 Agree
The teacher-respondents “Agree” that “1. Working from home challenges them to
provide different platforms to different level of students”, with a rating of 3.55 (rank 1)
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while “Moderately Agree” that “8. There is no proper childcare to guide students” with a
rating of 3.14 (rank 8). Overall, the teacher-respondents “Agree” on their work from
home challenges as to job related items and work responsibilities with a mean rating of
3.44.
Teacher-respondents agree that working from home challenge them in providing
different platform in different level of students and moderately agree that the availability
of proper childcare to guide students remains a challenge on a work from home
arrangement during the time of pandemic.
Proper childcare, reaching children in different platform on their level, and
social interaction among children are important not only for emotional wellbeing,
but also for children’s language, communication, social, and interpersonal
skills. Some students may have experienced social isolation and increased anxiety
while not physically being in school due to COVID-19. Resuming in-person
instruction can support students’ social and emotional wellbeing. Schools can
provide a foundation for socialization among children. When children are out of
school, they may be separated from their social network and peer-to-peer social
support. Schools can facilitate the social and emotional health of children through
curricular lessons that develop students’ skills according to their level in order to
recognize and manage emotions, set and achieve positive goals, appreciate others’
perspectives, establish and maintain positive relationships, and make responsible
decisions (Capaldi, 2020).

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Schools are an important venue for students to receive emotional and
psychological support from friends, teachers, and other staff members. Lengthy
school building closures can leave some students feeling isolated from important
friendships and support from other caring adults. Schools also provide critical
[40]
psychological, mental and behavioral health (e.g., psychological counselling,
mental and behavioral assessment) services to children who may not have access
to these services outside of school. School closures have limited the availability of
these services. Furthermore, isolation and uncertainty about the COVID-19
pandemic can create feelings of hopelessness and anxiety while removing
important sources of social support. Some students may have experienced trauma
through the loss of a loved one from COVID-19. Increases in anxiety and
depression may occur when students do not have the structure and routine that
being in school brings to their daily lives. Finally, having opportunities to be
physically active through recess and physical education can help improve
students’ feelings of anxiety and sadness. These physical activities should be
provided regularly to students in a safe and supportive environment that includes
physical distancing and strategies to reduce close contact between students
(Capaldi, 2020).
3.2. Professional Development and Promotional Opportunities
Table 11 shows the Work From Home Challenges as to Professional
Development and Promotional Opportunities as perceived by teacher-respondents.

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The teacher-respondents “Agree” that “5. Collaborating with people online
provides professional and technical development for them as a teacher”, with a rating of
3.50 (rank 1) while item-indicator “2. There is fairness promotion opportunities based
from our work performance” had the lowest mean of 3.41 interpreted as “Agree” (rank
6). Overall, the teacher-respondents “Agree” on their work from home challenges as to
professional development and promotional opportunities with a mean rating of 3.45.
Table 11
Perceived Work From Home Challenges as to Professional Development and
Promotional Opportunities
PROFESSIONAL DEVELOPMENT AND Weighted Descriptive
Rank
PROMOTIONAL OPPORTUNITIES Mean Equivalent
1 The work from home arrangement
provides provision of job related workshop
3.46 Agree 3
to enhance my creativity and academic
performance.
2 There is fairness promotion opportunities
3.41 Agree 6
based from our work performance.
3 There are commitments from different level
3.47 Agree 2
of management for my promotion.
4 I perform equally well at home as I do in
3.45 Agree 4
classroom.
5 Collaborating with people online provides
professional and technical development for 3.50 Agree 1
me as a teacher.
6 Online platform provides me an easy access
for online training and advancement for 3.43 Agree 5
free.
While in pandemic and work from home arrangement, Capaldi (2020) argues that
fairness in the workplace is a vital element of maintaining people's trust in the
organization. It contributes to organization’s continuity despite global pandemic, helps to
attract and retain the best talent, increases productivity, and builds long-term value to
shareholders.
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3.3. Recognition and Work Achievement
The Work From Home Challenges as to Recognition and Work Achievement as
perceived by teacher-respondents is presented in Table 12.
Table 12
Perceived Work From Home Challenges as to Recognition and Work Achievement
RECOGNITION AND WORK Weighted Descriptive
Rank
ACHIEVEMENT Mean Equivalent
1 I get full praise thru online for the work I Moderately
3.18 6
do. Agree
2 My technical ability and knowledge fits to
3.35 Agree 4
perform my job well.
3 I deliver and accomplish tasks as what
3.45 Agree 1
expected from me.
4 I accomplish tasks within the schedule in
3.43 Agree 2.5
our academic calendar.
5 The academic performance of my students
3.33 Agree 5
increases.
6 Working from home provides me no
limitations and develops my teaching and 3.43 Agree 2.5
other related skills.
The teacher-respondents “Agree” that “3. They deliver and accomplish tasks as
what are expected from them”, with a rating of 3.45 (rank 1) while “Moderately Agree”
that “1. They get full praise thru online for the work they do” with a rating of 3.18 (rank
recognition and work achievement with a mean rating of 3.36.
Bryan (2020) argues that solutions to work-from-home pitfalls include as much
face-to-face interaction online as possible. He agrees that solutions to this include as
much face-to-face interaction online as possible through video calls, regular manager
check-ins – especially to those employees who live alone and might feel more isolated –
88
and regular meetings with no agenda, like grabbing coffee or a drink. Employees should
also receive praise thru online for the work they do. A manager should provide clear
communication and it’s also crucial to keep up morale. Its part of the manager’s job to be
a cheerleader for the team and motivate employees on their maximum capacity despite
working form home situation.
3.4. Organizational Policy and Administration and Technical Supervision
Table 13 presents the Work From Home Challenges as to Organizational Policy
and Administration and Technical Supervision as perceived by teacher-respondents.
Table 13
Perceived Work From Home Challenges as to Organizational Policy and
Administration and Technical Supervision
ORGANIZATIONAL POLICY AND
ADMINISTRATION AND TECHNICAL Rank
Mean Equivalent
SUPERVISION
1 Teachers are all treated equally. 3.44 Agree 6
2 There is information dissemination in
various platforms regarding the
3.56 Agree 3.5
implementation of the work from home
arrangement.
3 The School Head regularly communicate
rules and regulation without violating social
distancing and R.A. No. 11469 otherwise 3.62 Agree 1
known as “Bayanihan to Heal As One Act”
has been adopted.
4 Teachers are involved on school’s decision
making and supervisors initiate me to 3.56 Agree 3.5
discuss on various academic issues.
5 The school is open to hear complaints and
suggestions from stakeholders to make 3.57 Agree 2
education accessible.
6 School Supervisors observe my online
(synchronous and asynchronous)
3.48 Agree 5
instructions and provides training on
various issues.
7 Communication with coworkers and school
3.28 Agree 8
head became harder.
8 Internet connectivity for online classes and 3.41 Agree 7
89
technical know-how on technology to

create and generate activities.
The teacher-respondents “Agree” that “3. The school head regularly
communicates rules and regulation without violating social distancing and R.A. No.
11469 otherwise known as “Bayanihan to Heal As One Act” has been adopted”, with a
rating of 3.62 (rank 1) while item-indicator “7. Communication with coworkers and
school head became harder” had the lowest mean of 3.28 interpreted as “Agree” (rank 8).
Overall, the teacher-respondents “Agree” on their work from home challenges as to
organizational policy and administration and technical supervision with a mean rating of
3.49.
There are still big differences between people communicating in the same room
and people collaborating remotely. For one thing, it’s much easier to multitask when
you’re working remotely—talking on the phone while responding to a Slack message
while looking up recipes for dinner, for instance, and not giving people your full
attention. That behavior is hard to hide in an on-site meeting, where your eyes are
expected to focus on colleagues or whomever is speaking. Video conferencing software
like Zoom still hasn’t found a good way to allow people to look one another in the eye
remotely. Conversely, one of the biggest challenges of working remotely is getting
the communication right. Communication can be complicated at the best of times, but
when one is not in the same physical space, one has to consciously communicate things
probably never even considered before (Bryan, 2020).
3.5. Working Relations and Compensation Benefits

90
The Work From Home Challenges as to Working Relations and Compensation
Benefits as perceived by teacher-respondents is presented in Table 14.
Table 14
Perceived Work From Home Challenges as to Working Relations and
Compensation Benefits
WORKING RELATIONS AND Weighted Descriptive
Rank
COMPENSATION BENEFITS Mean Equivalent
1 The faculty and staff members’ cooperate
on work from home policy and 3.54 Agree 2
implementing guidelines.
2 Teachers can effectively communicate with
3.25 Agree 6
students through online platform.
3 There is an online open and exchange
communication sessions between faculty 3.52 Agree 3
and staff to become more effective.
4 I am receiving my salary, bonus,
allowances and other benefits in a timely 3.56 Agree 1
manner.
5 The number of enrollees and required
3.28 Agree 5
teachers threatens security of tenure.
6 Social isolation results to no collaborative
3.34 Agree 4
learning among teachers and students.
The teacher-respondents “Agree” that “4. They are receiving their salary, bonus,
allowances and other benefits in a timely manner”, with a rating of 3.56 (rank 1) while
item-indicator “2. Teachers can effectively communicate with students through online
platform” had the lowest mean of 3.25 interpreted as “Agree” (rank 6). Overall, the
teacher-respondents “Agree” on their work from home challenges as to working relations
and compensation benefits with a mean rating of 3.42.
While effectively communicating with the students in online classes aids in the
retention of students, educators should want to do more than just retaining their students.
91
Teachers should provide them with a sense of community while enrolled in online classes
to avoid the sense of isolation that some online students experience. The goal of online
communications is the same as the goal in face-to-face communications: to bond; to share
information; to be heard, and to be understood. Fostering a sense of community in online
classes will make the learning experience more meaningful for online students and help
them stay connected during the life of the course. Learning Management Systems (LMS)
have built-in tools to assist in communicating with online students, but there are also
many other technology tools and methods that can be used to enhance communications
with online students. For most online students, their primary contact with an institution is
through their communication with faculty (Betts, 2009).
When teachers are communicating with students whether in a face-to-face (F2F)
class or an online class, they are communicating to give information or get information to
gain understanding and build relationships. Communicating with students in an online
environment requires a little more thought and planning than communicating with
students in an (F2F) environment due to the absence of body language in the online
environment. In an (F2F) class, teachers have the benefit of using body language and
facial expression to help you communicate and get your message across to your student.
When communicating in an online class, since you are limited to using text and/or images
to help you get your point across, you do not have the benefit of using body language to
help you communicate to your students. Awareness of limitations to communication
capabilities within online environments will help teachers determine how to develop
timely and relevant communications and how to effectively communication with online
students. To determine what would be considered timely and relevant communication in

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your online class, teachers’ first need to decide why and what they need to communicate
to students. (Betts, 2009).
3.6. Physical Working Conditions and Health Issues
Table 15 presents the Work From Home Challenges as to Physical Working
Conditions and Health Issues as perceived by teacher-respondents.
Table 15
Perceived Work From Home Challenges as to Physical Working Conditions
and Health Issues
PHYSICAL WORKING CONDITIONS AND Weighted Descriptive
Rank
HEALTH ISSUES Mean Equivalent
1 Unavailability of vehicles never bothers me Moderately
3.20 5
to access school. Agree
2 Work from home lessens traffic and
3.41 Agree 1
overcrowding of vehicles in school areas.
3 There is a sufficient supply of materials
needed for printing of modules and other 3.32 Agree 3
instructional materials.
4 The department provides fast and high
Moderately
internet bandwidth accessible to learners 3.08 6
Agree
and teachers for a fast online learning.
5 There are too many distractions at home
and effectiveness of online learning 3.29 Agree 4
modalities remains an issue.
6 The work from home arrangement and
online platform activities threatens my 3.34 Agree 2
health due to excessive usage of computer.
The teacher-respondents “Agree” that “2. Work from home lessens traffic and
overcrowding of vehicles in school areas”, with a rating of 3.41 (rank 1) while
“Moderately Agree” that “4. The department provides fast and high internet bandwidth
accessible to learners and teachers for a fast online learning” with a rating of 3.08 (rank
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physical working conditions and health issues with a mean rating of 3.27.
The study findings are mirrored on requests of teachers in providing fast and high
internet bandwidth accessible to learners and teachers for a fast online learning. Although
it is often assumed that the larger the bandwidth of the connection to the Internet, the
better, few studies have actually been conducted to investigate the impact of various
bandwidth connections on student performance in online courses. Wu (2020) argues that
high speed Internet connection provided by the broadband technology does not only have
a significant effect on reducing class time allocated by students searching for information
on the Internet, but also provide them with more chances of synergy for knowledge
construction by facilitating browsing, scanning, searching, transferring, and comparison
of information on Web-based courses, and thus makes more online interactions
possible.While the distribution of broadband access has proceeded rapidly, there are still
many students taking online classes that are utilizing the dial-up method to access the
Web and the online courses. This may be because they cannot pay for the higher cost of
broadband or because this service is not available where they live. Accessing an online
class at dial-up speeds hampers the delivery of sound, video, and graphics and creates a
divide among students. In order to reduce the inequality between bandwidth usages in
students’ method of accessing to the online courses, some online course providers restrict
their users to only those who can access the course via broadband, whereas others use
only text and simple graphics so that the lowest bandwidth can be accommodated.
However, most institutions have to embrace the difference while students access to the
online courses using either dial-up or broadband. This creates unique learning situations
94
compared to former learning contexts, and at the same time, brings more complexity in
educational assessment. To our knowledge, there is almost no research on the impact of
bandwidth on student behavior and performance.
As part of its commitment to continuously improve the teaching and learning
processes for the benefit of the Filipino learners, the Department of Education (DepEd)
shared its plans to provide every school in the country with internet connectivity.
Undersecretary for Administration Alain Pascua highlighted the importance of
maximizing the use of available technologies in the classroom during a recent press
conference held at Juan Sumulong High School in Quezon City. The Department is
eyeing the implementation of the DepEd Internet Connectivity Program (DICP) which
will be first implemented in five pilot regions. They have allotted P1 billion fund for the
said program and we’ll be trying all platforms and devices to deliver internet connectivity
to schools such as broadband, satellite, etc.
3.7. Summary: Work From Home Challenges of Secondary School Teachers

in Schools Division of Zambales
The summary on the perceived Work From Home Challenges of Secondary
School Teachers in Schools Division of Zambales is presentd in Table 16.
Table 16
Summary on the Perceived Work From Home Challenges of Secondary School
Teachers in Schools Division of Zambales
WORK FROM HOME CHALLENGES OWM DE Rank
1 Job Related Items and Work Responsibilities 3.44 Agree 3
2 Professional Development and Promotional
3.45 Agree 2
Opportunities
3 Recognition and Work Achievement 3.36 Agree 5
4 Organizational Policy and Administration and
3.49 Agree 1
Technical Supervision
5 Working Relations and Compensation Benefits 3.42 Agree 4
6 Physical Working Conditions and Health Issues 3.27 Agree 6
95
Grand Mean 3.41 Agree
The teacher-respondents “Agree” on the six (6) challenges of work from home
arrangement manifested in: Organizational Policy and Administration and Technical
Supervision (3.49, rank 1), Professional Development and Promotional Opportunities
(3.45, rank 2), Job Related Items and Work Responsibilities (3.44, rank 3), Working
Relations and Compensation Benefits (3.42, rank 4), Recognition and Work Achievement
(3.36, rank 5), and Physical Working Conditions and Health Issues (3.27, rank 6).
The findings clearly demonstrate that teacher-respondents agree on the six (6)
areas of challenges on a work from home arrangement.
Reference to DepEd Order No. 011 s. 2020, the status quo on work arrangements
for officials, teaching and non-teaching personnel in the entire DepEd nationwide is
extended. All teachers in DepEd schools nationwide shall continue to work from home,
except those authorized by the Regional Directors to render work in field or school in
light of the ongoing enrollment, subject to strict observance of COVID-19 health and
safety precautions.
The COVID-19 pandemic has shuttered schools across the country, upending
traditional approaches to education. The health threats posed by the Coronavirus, a
sudden shift to remote teaching, and added caretaking responsibilities at home have
created a uniquely stressful and demanding context for teachers’ work. Major concerns
exist about teachers’ wellbeing during the pandemic and their ability to successfully
deliver instruction remotely. Teachers have also expressed apprehension about their
willingness to return to the classroom when schools are able to reopen. Even more
troubling are projections of substantial student learning loss and the likelihood that
96
differential access to technology and learning supports at home are exacerbating
longstanding achievement gaps along racial and socio-economic lines.
4. Test of Difference on School Climate when Respondents are Grouped According

to Profile Variables
4.1. School and Community Engagement
The analysis of variancce to test difference on School Climate as to School
Community Engagement when respondents are grouped according to profile variables is
presented in Table 17.
Table 17
Analysis of Variance to test difference on School Climate as to School and
Community Engagement when Respondents are Grouped According
Decision /
Sources of Variations SS df MS F Sig.
Interpretation
Between Groups 1.521 8 0.190 0.577 0.797
Accept Ho
Age Within Groups 89.338 271 0.330
Not Significant
Total 90.859 279
Between Groups 1.141 1 1.141 3.534 0.061
Accept Ho
Sex Within Groups 89.719 278 0.323
Not Significant
Total 90.859 279
Between Groups 2.688 3 0.896 2.805 0.040
Reject Ho
Civil Status Within Groups 88.171 276 0.319
Significant
Total 90.859 279
Between Groups 0.292 2 0.146 0.446 0.640
Employment Accept Ho
Within Groups 90.567 277 0.327
Status Not Significant
Total 90.859 279
Between Groups 1.654 7 0.236 0.721 0.655
Length of Accept Ho
Service Not Significant
Total 90.859 279
Academic Between Groups 5.194 8 0.649 2.054 0.041
Reject Ho
Rank / Within Groups 85.665 271 0.316
Significant
Position Total 90.859 279
Highest Between Groups 1.481 4 0.370 1.139 0.338 Accept Ho
Educational Within Groups 89.379 275 0.325 Not Significant
97
Total 90.859 279

Attainment
There was a significant difference on school climate as to school and community
engagement when respondents are grouped according to civil status (Sig. = 0.040) and
academic rank/position (Sig. = 0.041). The computed significance values (Sig.) were less
than (<) 0.05 alpha level of significance, therefore null hypothesis is rejected.
On the other hand, the computed significance value (Sig.) for age (Sig. = 0.797),
sex (Sig. = 0.061), employment status (Sig. = 0.640), length of service (Sig. = 0.655), and
highest educational attainment (Sig. = 0.338) were all greater than (>) 0.05 alpha level of
significance. The results indicate that there was no significant difference on school
climate as to school and community engagement when respondents are grouped
according to age, sex, employment status, length of service, and highest educational
attainment. Therefore, the null hypothesis is accepted.
The data clearly demonstrate on the difference of perception of teacher-
respondents towards school climate as to school and community engagement when
grouped according to their civil status and academic rank/position. The finding is
similarly observed by Jackson (2012) on her study that single civil status teachers have
more time to engage in school and community extensions. Married teachers are
constrained on time bound and family and child-care issues.
4.2. Teacher Connections
Table 18 shows the analysis of variancce to test difference on School Climate as
to Teacher Connections when respondents are grouped according to profile variables.
There was a significant difference on school climate as to teacher connections
when respondents are grouped according to sex (Sig. = 0.038) and academic
98
rank/position (Sig. = 0.038). The computed significance values (Sig.) were less than (<)
0.05 alpha level of significance, therefore null hypothesis is rejected.
Table 18
Analysis of Variance to test difference on School Climate as to Teacher Connections
when Respondents are Grouped According to Profile Variables
Decision /
Interpretation
Between Groups 1.873 8 0.234 0.766 0.633
Accept Ho
Not Significant
Total 84.703 279
Between Groups 1.307 1 1.307 4.356 0.038
Reject Ho
Significant
Total 84.703 279
Between Groups 1.115 3 0.372 1.227 0.300
Accept Ho
Not Significant
Total 84.703 279
Between Groups .586 2 0.293 0.964 0.383
Total 84.703 279
Between Groups .844 7 0.121 0.391 0.907
Length of Accept Ho
Total 84.703 279
Reject Ho
Significant
Attainment Total 84.703 279
Moreover, the computed significance value (Sig.) for age (Sig. = 0.633), civil
status (Sig. = 0.300), employment status (Sig. = 0.383), length of service (Sig. = 0.907),
and highest educational attainment (Sig. = 0.304) were all greater than (>) 0.05 alpha
level of significance. The results indicate that there was no significant difference on
school climate as to teacher connections when respondents are grouped according to age,
99
civil status, employment status, length of service, and highest educational attainment.
Therefore, the null hypothesis is accepted.
respondents towards school climate as to teacher connections when grouped according to
their sex and academic rank/position.
The findings support the study of Mamizi (2009) that female teachers tend to
build connections than male teachers. Female teachers are more likely to build better
relationship among colleagues that resulted to strong built of connection than male
teachers.
4.3. Structure of Learning
The analysis of variancce to test difference on School Climate as to Structure of
Learning when respondents are grouped according to profile variables is shown in Table
19.
The computed significance value (Sig.) for age (Sig. = 0.663), sex (Sig. = 0.129),
civil status (Sig. = 0.781), employment status (Sig. = 0.935), length of service (Sig. =
0.975), academic rank/position (Sig. = 0.277), and highest educational attainment (Sig. =
0.557) were all greater than (>) 0.05 alpha level of significance. The results indicate that
there was no significant difference on school climate as to structure of learning when
respondents are grouped according to age, sex, civil status, employment status, length of
service, academic rank/position, and highest educational attainment. Therefore, the null
hypothesis is accepted.
100
Table 19
Analysis of Variance to test difference on School Climate as to Structure of
Learning when Respondents are Grouped According
Decision /
Interpretation
Between Groups 1.710 8 0.214 0.732 0.663
Accept Ho
Not Significant
Total 80.808 279
Between Groups 0.667 1 0.667 2.312 0.129
Accept Ho
Not Significant
Total 80.808 279
Between Groups 0.317 3 0.106 0.362 0.781
Accept Ho
Not Significant
Total 80.808 279
Between Groups 0.039 2 0.020 0.067 0.935
Total 80.808 279
Between Groups 0.494 7 0.071 0.239 0.975
Length of Accept Ho
Total 80.808 279
Accept Ho
Not Significant
The data clearly demonstrate on the similarity of teacher-respondents’ perception
towards school climate as to structure of learning when grouped according to their
profile.
4.4. Physical Environment
Table 20 shows the analysis of variancce to test difference on School Climate as
to Physical Environment when respondents are grouped according to profile variables.

101
Table 20
Analysis of Variance to test difference on School Climate as to Physical
Environment when Respondents are Grouped According
Decision /
Interpretation
Between Groups 2.241 8 0.280 0.813 0.592
Accept Ho
Not Significant
Total 95.655 279
Between Groups .272 1 0.272 0.792 0.374
Accept Ho
Not Significant
Total 95.655 279
Between Groups .233 3 0.078 0.224 0.879
Accept Ho
Not Significant
Total 95.655 279
Between Groups 0.055 2 0.028 0.080 0.923
Total 95.655 279
Between Groups 0.382 7 0.055 0.156 0.993
Length of Accept Ho
Total 95.655 279
Accept Ho
Not Significant
there was no significant difference on school climate as to physical environment when
102
towards school climate as to physical environment when grouped according to their
profile.
4.5. Student Peer Relations
The analysis of variancce to test difference on School Climate as to Student Peer
Relations when respondents are grouped according to profile variables is presented in
Table 21.
there was no significant difference on school climate as to student peer relations when
towards school climate as to student peer relations when grouped according to their
profile.
103
Table 21
Analysis of Variance to test difference on School Climate as to Student Peer
Relations when Respondents are Grouped According
Decision /
Interpretation
Between Groups 3.862 8 0.483 0.984 0.449
Accept Ho
Not Significant
Total 136.799 279
Between Groups 0.298 1 0.298 0.606 0.437
Accept Ho
Not Significant
Total 136.799 279
Between Groups 0.616 3 0.205 0.416 0.741
Accept Ho
Not Significant
Total 136.799 279
Between Groups 0.102 2 0.051 0.103 0.902
Within Groups 136.697 277 0.493
Total 136.799 279
Between Groups 1.338 7 0.191 0.384 0.911
Length of Accept Ho
Within Groups 135.461 272 0.498
Total 136.799 279
Accept Ho
Not Significant
4.6. Parental Involvement
The analysis of variancce to test difference on School Climate as to Parental
Involvement when respondents are grouped according to profile variables is shown in
Table 22.
104
there was no significant difference on school climate as to parental involvement when
Table 22
Analysis of Variance to test difference on School Climate as to Parental Involvement
when Respondents are Grouped According
Decision /
Interpretation
Between Groups 6.116 8 0.764 1.496 0.158
Accept Ho
Not Significant
Total 144.560 279
Between Groups 0.298 1 0.298 0.574 0.449
Accept Ho
Not Significant
Total 144.560 279
Between Groups 0.311 3 0.104 0.198 0.898
Accept Ho
Not Significant
Total 144.560 279
Between Groups 0.476 2 0.238 0.457 0.633
Within Groups 144.084 277 0.520
Total 144.560 279
Between Groups 2.542 7 0.363 0.696 0.676
Length of Accept Ho
Within Groups 142.018 272 0.522
Total 144.560 279
Accept Ho
Not Significant
105
towards school climate as to parental involvement when grouped according to their
profile.
5. Test of Difference on Work From Home Challenges when Respondents are

Grouped According to Profile Variables
5.1. Job Related Items and Work Responsibilities
The analysis of variancce to test difference on Work From Home Challenges as to
Job Related Items and Work Responsibilities when respondents are grouped according to
profile variables is presented in Table 23.
There was a significant difference on work from home challenges as to job related
items and work responsibilities when respondents are grouped according to highest
educational attainment (Sig. = 0.006). The computed significance value (Sig.) was less
Furthermore, the computed significance value (Sig.) for age (Sig. = 0.819), sex
(Sig. = 0.353), civil status (Sig. = 0.255), employment status (Sig. = 0.367), length of
service (Sig. = 0.435), and academic rank/position (Sig. = 0.168) were all greater than (>)
0.05 alpha level of significance. The results indicate that there was no significant
difference on work from home challenges as to job related items and work
responsibilities when respondents are grouped according to age, sex, civil status,
employment status, length of service, and academic rank/position. Therefore, the null
106
Table 23
Analysis of Variance to test difference on Work From Home Challenges as to Job
Related Items and Work Responsibilities when Respondents are Grouped
According to Profile Variables
Decision /
Interpretation
Between Groups 1.487 8 0.186 0.549 0.819
Accept Ho
Not Significant
Total 92.551 277
Between Groups 0.289 1 0.289 0.864 0.353
Accept Ho
Not Significant
Total 92.551 277
Between Groups 1.357 3 0.452 1.360 0.255
Accept Ho
Not Significant
Total 92.551 277
Between Groups 0.673 2 0.336 1.006 0.367
Total 92.551 277
Between Groups 2.329 7 0.333 0.996 0.435
Length of Accept Ho
Total 92.551 277
Accept Ho
Not Significant
Highest Between Groups 4.721 4 1.180 3.668 0.006 Reject Ho
Educational Within Groups 87.830 273 0.322 Significant
respondents towards challenges of work from home arrangement as to job related items
and work responsibilities when grouped according to their highest educational
attainment. According to Jackson (2012) the lower the highest educational attainment the
greater the challenge of employing instructional strategies more precisely in a work from
home arrangement.
107
5.2. Professional Development and Promotional Opportunities
Table 24 shows the analysis of variancce to test difference on Work From Home
Challenges as to Professional Development and Promotional Opportunities when
respondents are grouped according to profile variables.
Table 24
Analysis of Variance to test difference on Work From Home Challenges as to
Professional Development and Promotional Opportunities when
Respondents are Grouped According to Profile Variables
Decision /
Interpretation
Between Groups 1.473 8 0.184 0.529 0.835
Accept Ho
Not Significant
Total 95.828 279
Between Groups 0.225 1 0.225 0.654 0.419
Accept Ho
Not Significant
Total 95.828 279
Between Groups 1.296 3 0.432 1.262 0.288
Accept Ho
Not Significant
Total 95.828 279
Between Groups 0.229 2 0.115 0.332 0.718
Total 95.828 279
Between Groups 2.681 7 0.383 1.118 0.352
Length of Accept Ho
Total 95.828 279
Accept Ho
Not Significant
108
there was no significant difference on work from home challenges as to professional
development and promotional opportunities when respondents are grouped according to
age, sex, civil status, employment status, length of service, academic rank/position, and
educational attainment. Therefore, the null hypothesis is accepted.
towards challenges of work from home arrangement as to professional development and
promotional opportunities when grouped according to their profile.
5.3. Recognition and Work Achievement
Recognition and Work Achievement when respondents are grouped according to profile
variables is presented in Table 25.
There was a significant difference on work from home challenges as to
recognition and work achievement when respondents are grouped according to academic
rank/position (Sig. = 0.033). The computed significance value (Sig.) was less than (<)
0.05 alpha level of significance, therefore null hypothesis is rejected.
On the other hand, the computed significance value (Sig.) for age (Sig. = 0.771),
sex (Sig. = 0.574), civil status (Sig. = 0.662), employment status (Sig. = 0.454), length of
service (Sig. = 0.700), and highest educational attainment (Sig. = 0.260) were all greater
than (>) 0.05 alpha level of significance. The results indicate that there was no significant
difference on work from home challenges as to recognition and work achievement when
service, and highest educational attainment. Therefore, the null hypothesis is accepted.
109
Table 25
Recognition and Work Achievement when Respondents are Grouped
According to Profile Variables
Decision /
Interpretation
Between Groups 1.761 8 0.220 0.608 0.771
Accept Ho
Not Significant
Total 99.938 279
Between Groups 0.114 1 0.114 0.317 0.574
Accept Ho
Not Significant
Total 99.938 279
Between Groups 0.572 3 0.191 0.530 0.662
Accept Ho
Not Significant
Total 99.938 279
Between Groups 0.569 2 0.284 0.793 0.454
Total 99.938 279
Between Groups 1.686 7 0.241 0.667 0.700
Length of Accept Ho
Total 99.938 279
Reject Ho
Significant
respondents towards challenges of work from home arrangement as to recognition and
work achievement when grouped according to their academic rank/position.
Tolbert (2015) noted that the growing use of work at home arrangements
represents one facet of a potentially significant transformation taking place in the
contemporary workplace, one that has sometimes been labeled externalization. The
effects of these changes, and of working at home in particular, on traditional career

110
patterns have just begun to be considered. A number of analysts have argued that
employees who work at home (in lieu of working at the office during normal working
hours) are likely to be penalized in terms of their career progress, an argument that is
premised on the assumption that a lack of visibility in the office is apt to be interpreted by
supervisors as signaling lower commitment and effort.
5.4. Organizational Policy and Administration and Technical Supervision
Table 26 shows the analysis of variancce to test difference on Work From Home
Challenges as to Organizational Policy and Administration and Technical Supervision
when respondents are grouped according to profile variables.
there was no significant difference on work from home challenges as to organizational
policy and administration and technical supervision when respondents are grouped
according to age, sex, civil status, employment status, length of service, academic
rank/position, and educational attainment. Therefore, the null hypothesis is accepted.
towards challenges of work from home arrangement as to organizational policy and
administration and technical supervision when grouped according to their profile.

111
Table 26
Organizational Policy and Administration and Technical Supervision
when Respondents are Grouped According to Profile Variables
Decision /
Interpretation
Between Groups 2.766 8 0.346 1.080 0.377
Accept Ho
Not Significant
Total 89.543 279
Between Groups 0.525 1 0.525 1.641 0.201
Accept Ho
Not Significant
Total 89.543 279
Between Groups 0.463 3 0.154 0.478 0.698
Accept Ho
Not Significant
Total 89.543 279
Between Groups 1.600 2 0.800 2.521 0.082
Total 89.543 279
Between Groups 1.733 7 0.248 0.767 0.616
Length of Accept Ho
Total 89.543 279
Accept Ho
Not Significant
5.5. Working Relations and Compensation Benefits
Working Relations and Compensation Benefits when respondents are grouped according
to profile variables is shown in Table 27.

112
Table 27
Working Relations and Compensation Benefits when Respondents are
Decision /
Interpretation
Between Groups 3.202 8 0.400 1.112 0.355
Accept Ho
Not Significant
Total 100.776 279
Between Groups 0.330 1 0.330 0.914 0.340
Accept Ho
Not Significant
Total 100.776 279
Between Groups 0.733 3 0.244 0.674 0.569
Accept Ho
Not Significant
Total 100.776 279
Between Groups 1.189 2 0.594 1.653 0.193
Total 100.776 279
Between Groups 3.064 7 0.438 1.218 0.293
Length of Accept Ho
Total 100.776 279
Reject Ho
Significant
Highest Between Groups 4.016 4 1.004 2.853 0.024 Reject Ho
Educational Within Groups 96.761 275 .352 Significant
There was a significant difference on work from home challenges as to working
relations and compensation benefits when respondents are grouped according to
academic rank/position (Sig. = 0.019) and highest educational attainment (Sig. = 0.024).
The computed significance values (Sig.) were less than (<) 0.05 alpha level of
significance, therefore null hypothesis is rejected.
Moreover, the computed significance value (Sig.) for age (Sig. = 0.355), sex (Sig.
= 0.340), civil status (Sig. = 0.569), employment status (Sig. = 0.193), and length of
113
service (Sig. = 0.293) were all greater than (>) 0.05 alpha level of significance. The
results indicate that there was no significant difference on work from home challenges as
to working relations and compensation benefits when respondents are grouped according
to age, sex, civil status, employment status, and length of service. Therefore, the null
respondents towards challenges of work from home arrangement as to working relations
and compensation benefits when grouped according to their academic rank/position and
highest educational attainment.
Some employees cite career fears as a reason not to work from home due to
working relations and compensation benefits. Successful work from home
arrangements should overcome the ‘out of sight, out of mind’ issue with performance-
based measurement systems, productivity versus presenteeism attitudes. Employees
under work from home arrangement who maintain regular communications telephone,
email, instant chat, even the occasional face-to-face meeting with traditional co-
workers and managers find career impact is not an issue (Bryan, 2020).
5.6. Physical Working Conditions and Health Issues
Table 28 presents the analysis of variancce to test difference on Work From
Home Challenges as to Physical Working Conditions and Health Issues when
respondents are grouped according to profile variables.

114
Table 28
Physical Working Conditions and Health Issues when Respondents
are Grouped According to Profile Variables
Decision /
Interpretation
Between Groups 4.454 8 0.557 1.150 0.330
Accept Ho
Not Significant
Total 135.642 279
Between Groups 0.001 1 0.001 0.001 0.971
Accept Ho
Not Significant
Total 135.642 279
Between Groups 0.982 3 0.327 0.671 0.571
Accept Ho
Not Significant
Total 135.642 279
Between Groups 0.668 2 0.334 0.685 0.505
Within Groups 134.974 277 0.487
Total 135.642 279
Between Groups 03.446 7 0.492 1.013 0.422
Length of Accept Ho
Within Groups 132.196 272 0.486
Total 135.642 279
Reject Ho
Significant
There was a significant difference on work from home challenges as to physical
working conditions and health issues when respondents are grouped according to
academic rank/position (Sig. = 0.011). The computed significance value (Sig.) was less
(Sig. = 0.971), civil status (Sig. = 0.571), employment status (Sig. = 0.505), length of
service (Sig. = 0.422), and highest educational attainment (Sig. = 0.068) were all greater
115
than (>) 0.05 alpha level of significance. The results indicate that there was no significant
difference on work from home challenges as to physical working conditions and health
issues when respondents are grouped according to age, sex, civil status, employment
status, length of service, and highest educational attainment. Therefore, the null
respondents towards challenges of work from home arrangement as to physical working
conditions and health issues when grouped according to their academic rank/position.
Working conditions and work environments have a significant impact on
employee productivity and on the eventual success of a business. While conditions
often vary by industry, and on the resources of the employer, successful small business
owners pay attention to and understand the conditions under which they expect their
workers to perform.
Employees with high position and salary are likely contented on a work from
home arrangement since their salary never changes. However, those with minimum
range may find lesser opportunity that they can still continue their employment under
time crisis, thus security of tenure is another issue.
6. Test of Difference on School Climate
Table 29 shows the test of difference on School Climate.
The computed F value of 11.42 is greater than (>) the F-critical Value of 2.22,
using 0.05 Alpha Level of Significance, therefore the Null Hypothesis is rejected, hence
there was significant difference on the perception of the teacher respondents towards
dimensions of school climate as to school and community engagement, teacher

116
connections, structure of learning, physical environment, student peer relations and
parental involvement.
Table 29
Test of Difference on School Climate
Groups Count Sum Average Variance
3.54857
School and Community Engagement 280 993.6 1 0.325661
3.57214
Teacher Connections 280 1000.2 3 0.303594
3.52971
Structure of Learning 280 988.32 4 0.289362
3.47428
Physical Environment 280 972.8 6 0.342849
3.29785
Student Peer Relations 280 923.4 7 0.490318
Parental Involvement 280 924 3.3 0.518136
Source of Variation SS df MS F P-value F crit

Between Groups 21.59973 5 4.319947 11.41876 7.42E-11 2.219443
Within Groups 633.3077 1674 0.37832
Total 654.9074 1679
Decision: Reject Null Hypothesis (Significant)
The data further reveals that the teacher-respondents have different perspective
towards dimensions of school climate.
School climate is a multifaceted concept that involves many aspects of
educational success. A positive school climate is the product of a school’s attention to
fostering safety; promoting a supportive academic, disciplinary, and physical
environment; and encouraging and maintaining respectful, trusting, and caring
relationships throughout the school community no matter the setting. A differing
characteristics of school climate is critically related to school success. School climate has
many aspects. Defining a framework for understanding school climate can help educators
117
identify key areas to focus on to create safe and supportive climates in their schools
(Jefferson, 2020).
7. Test of Difference on the Challenges in Work From Home Arrangement
The test of difference on work from home arrangement is presented in Table 30.
Table 30
Test of Difference on Work From Home Arrangement
Groups Count Sum Average Variance
280 962.61 3.437893 0.332058
Job Related Items and Work Responsibilities
Professional Development and Promotional 280 967.2 3.454286 0.343129
Opportunities
280 940.78 3.359929 0.358224
Recognition and Work Achievement
Organizational Policy and Administration and 280 977.32 3.490429 0.320792
Technical Supervision
280 955.98 3.414214 0.360959
Working Relations and Compensation Benefits
280 916.19 3.272107 0.485561
Physical Working Conditions and Health Issues
Source of Variation SS df MS F P-value F crit

Between Groups 8.563994 5 1.712799 4.669736 0.000308 2.219443
Within Groups 614.0015 1674 0.366787
Total 622.5655 1679
Decision: Reject Null Hypothesis (Significant)
challenges of work from home arrangement as to job related items and work
responsibilities, professional development and promotional opportunities, recognition and
work achievement, organizational policy and administration and technical supervision,

118
working relations and compensation benefits, and physical working conditions and health
issues.
The findings imply that the teacher-respondents have different perspective
towards the challenges of work from home arrangement.
Tolbert (2015) argues that even when organizations are able to utilize work from
home policies, they will need to prepare employees who are unaccustomed to work from
home arrangement in order to navigate the challenges involved.
8. Development of a Model that is appropriate for the current Pandemic Situation
The proposed model has been developed in order to address the challenges of
work from home arrangement of teachers which is appropriate for the current pandemic
situation as to Job Related Items and Work Responsibilities, Professional Development
and Promotional Opportunities, Recognition and Work Achievement, Organizational
Policy and Administration and Technical Supervision, Working Relations and
Compensation Benefits, and Physical Working Conditions and Health Issues.
The proposed model to address the challenges of work from home arrangement
appropriate for the current pandemic situation is presented in Table 31.

119
Table 31
Proposed Model to address the Challenges of Work From Home Arrangement
appropriate for the current Pandemic Situation
School Climate Work From Home

 Structure of Learning Challenges
 Teacher Connections  Providing different
 Physical Environment platforms to different
level of students
 Effective
communication with
students thru online
platform
Proposed Activities  Fairness on promotion
 Deped to design a Learning opportunities
Management System (LMS)  Online work
 Human Resource recognition/ praise
Department (HRD) to  Communications with
design guidelines on School Heads and co-
determining work workers
performance and  Providing fast and high
promotional activities internet bandwidth
relative to WFH accessible to learners
arrangement and design and teachers for a fast
measures on work online learning/ digital
performance and provide modular learning
virtual recognition and
monetary incentives
 School Heads provide plan
and schedules for virtual
meeting and collaboration
among teachers
 Implementation of the
Deped Internet
Connectivity Program
(DICP) packages and
addressing internet
connectivity among
teachers and learners
120
Chapter 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary of the findings, the conclusions arrived at and
the recommendations offered by the researcher.
Summary of Findings
The division-wide study aimed in determining the school climate and work from
home challenges among secondary teachers in Schools Division of Zambales and develop
a model appropriate for the current pandemic situation. The study involved two hundred
eighty (280) teachers as respondents. The study made use of descriptive research design
through survey questionnaire as the main instrument in gathering the required data.
Descriptive and Inferential statistics were employed in the computation, analysis and
interpretation of data.
1. Profile of Teacher-respondents
1.1. Age. Most of the teacher-respondents with 64 or 22.90% are from age group
30-34 years old; 56 or 20.00% are from age group 35-39 years old; 41 or 14.60%
are from age group 40-44 years old; 28 or 10.00% are from age group 25-29 years
old; 26 or 9.30% are from age group 20-24; 23 or 8.20% are from age group 45-
49; 22 or 7.90% are from age group 50-54; 18 or 6.40% are from age group 55-
121
59; and 2 or 0.70% are from age group 60-64. The computed mean age of teacher-
respondents was 37.66 or 38 years old.
1.2. Sex. Majority of the teacher-respondents with 187 or 66.80% are females
while 93 or 33.20% are males.
1.3. Civil Status. Majority of the teacher-respondents with 170 or 60.70% are
married; 91 or 32.50% are single; 13 or 4.70% are separated; and 6 or 2.10% are
widowed.
1.4. Employment Status. Most of the teacher-respondents with 268 or 95.70%
are permanent employees; 9 or 3.20 are contractual employees and 3 or 1.10%
casual employees.
1.5. Length of Service. There were 74 or 26.40% with 0-4 year/s in service; 72 or
25.70% with 5-9 years in service; 58 or 20.70% with 10-14 years in service; 30 or
10.70% with 15-19 years in service; 21 or 7.50% with 25-29 years in service; 13
or 4.70% with 20-24 years in service; 10 or 3.60% with 30-34 years in service;
and 2 or 0.70% with 35 & above years in service. The computed mean for length
of service was 11.09 or 11 years.
1.6. Academic Rank/Position. The academic rank/position of most respondents
is Teacher I with 96 or 34.30%; 83 or 29.60% are Teacher III; 65 or 23.30% are
Teacher II; 14 or 5.00% are Master Teacher I and Master Teacher II, respectively;
3 or 1.00% are Master teacher III; 2 or 0.70% are Head Teacher I and Head
Teacher III, respectively; and 1 or 0.40% is a Head Teacher II.
1.7. Highest Educational Attainment. Majority of the teacher-respondents with
114 or 40.70% are with Master’s units; 90 or 32.10% are Bachelor’s degree
122
holders; 51 or 18.20% are Master’s degree holders; 17 or 6.10% are with
Doctorate units; and 8 or 2.90% are Doctorate degree holders.
2. School Climate
2.2. Teacher Connections. The teacher-respondents perceived “Always” that “2.
Teachers in their school respect the professional competence of their colleagues”,
with a rating of 3.69 (rank 1) while “3. Teachers in their school exercise
professional judgment” had the lowest mean of 3.47 interpreted as “Always”
(rank 5). Overall, the school climate as to teacher connections was perceived by
teacher-respondents as “Always” with a mean rating of 3.57.
2.3. Structure of Learning. The teacher-respondents perceived “Always” that
they “5. Have been concerned about the safety of students learning at home”, with
a rating of 3.66 (rank 1) while “1. Teachers at their school recognize students for
good behavior during online classes” had the lowest mean of 3.41 interpreted as
“Always” (rank 6). Overall, the school climate as to structure of learning was
perceived by teacher-respondents as “Always” with a mean rating of 3.53.
2.4. Physical Environment. The teacher-respondents perceived “Always” that
“4. Teachers in their school make an effort to maintain and practice health
protocols”, with a rating of 3.62 (rank 1) while “2. Parents in their school make an
effort to clean physical environment and allocate room for learning at their home”
had the lowest mean of 3.34 interpreted as “Always” (rank 5). Overall, the school
123
climate as to physical environment was perceived by teacher-respondents as
“Always” with a mean rating of 3.47.
2.5. Student Peer Relations. The teacher-respondents perceived “Always” that
“4. Students in their school treat other students fairly regardless of race, ethnicity
or culture”, with a rating of 3.37 (rank 1) while “3. Students in their school are
isolated in an online learning mode” had the lowest mean of 3.23 interpreted as
“Sometimes” (rank 5). Overall, the school climate as to student peer relations was
perceived by teacher-respondents as “Always” with a mean rating of 3.30.
2.6. Parental Involvement. The teacher-respondents perceived “Always” that “2.
Parents in their school frequently volunteer to help special projects”, with a rating
of 3.41 (rank 1) while “2. Parents in their school frequently volunteer to help
special projects” had the lowest mean of 3.21 interpreted as “Sometimes” (rank
5). Overall, the school climate as to parental involvement was perceived by
teacher-respondents as “Always” with a mean rating of 3.30.
3. Work From Home Challenges
3.1. Job Related Items and Work Responsibilities. The teacher-respondents
“Agree” that “1. Working from home challenges them to provide different
platforms to different level of students”, with a rating of 3.55 (rank 1) while
“Moderately Agree” that “8. There is no proper childcare to guide students” with
a rating of 3.14 (rank 8). Overall, the teacher-respondents “Agree” on their work
from home challenges as to job related items and work responsibilities with a

124
3.2. Professional Development and Promotional Opportunities. The teacher-
respondents “Agree” that “5. Collaborating with people online provides
professional and technical development for them as a teacher”, with a rating of
3.50 (rank 1) while item-indicator “2. There is fairness promotion opportunities
based from our work performance” had the lowest mean of 3.41 interpreted as
“Agree” (rank 6). Overall, the teacher-respondents “Agree” on their work from
home challenges as to professional development and promotional opportunities
with a mean rating of 3.45.
3.3. Recognition and Work Achievement. The teacher-respondents “Agree” that
“3. They deliver and accomplish tasks as what are expected from them”, with a
rating of 3.45 (rank 1) while “Moderately Agree” that “1. They get full praise thru
online for the work they do” with a rating of 3.18 (rank 6). Overall, the teacher-
respondents “Agree” on their work from home challenges as to recognition and
work achievement with a mean rating of 3.36.
3.4. Organizational Policy and Administration and Technical Supervision.
The teacher-respondents “Agree” that “3. The school head regularly communicate
rules and regulation without violating social distancing and R.A. No. 11469
otherwise known as “Bayanihan to Heal As One Act” has been adopted”, with a
rating of 3.62 (rank 1) while item-indicator “7. Communication with coworkers
and school head became harder” had the lowest mean of 3.28 interpreted as
“Agree” (rank 8). Overall, the teacher-respondents “Agree” on their work from
home challenges as to organizational policy and administration and technical
supervision with a mean rating of 3.49.

125
3.5. Working Relations and Compensation Benefits. The teacher-respondents
“Agree” that “4. They are receiving their salary, bonus, allowances and other
benefits in a timely manner”, with a rating of 3.56 (rank 1) while item-indicator
“2. Teachers can effectively communicate with students through online platform”
had the lowest mean of 3.25 interpreted as “Agree” (rank 6). Overall, the teacher-
respondents “Agree” on their work from home challenges as to working relations
and compensation benefits with a mean rating of 3.42.
3.6. Physical Working Conditions and Health Issues. The teacher-respondents
“Agree” that “2. Work from home lessens traffic and overcrowding of vehicles in
school areas”, with a rating of 3.41 (rank 1) while “Moderately Agree” that “4.
The department provides fast and high internet bandwidth accessible to learners
and teachers for a fast online learning” with a rating of 3.08 (rank 6). Overall, the
teacher-respondents “Agree” on their work from home challenges as to physical
working conditions and health issues with a mean rating of 3.27.
4. Test of Difference on School Climate when Respondents are Grouped According

4.1. School and Community Engagement. There was a significant difference on
school climate as to school and community engagement when respondents are
grouped according to civil status (Sig. = 0.040) and academic rank/position (Sig.
= 0.041). The computed significance values (Sig.) were less than (<) 0.05 alpha
level of significance, therefore null hypothesis is rejected. On the other hand, the
computed significance value (Sig.) for age (Sig. = 0.797), sex (Sig. = 0.061),
employment status (Sig. = 0.640), length of service (Sig. = 0.655), and highest
educational attainment (Sig. = 0.338) were all greater than (>) 0.05 alpha level of
126
significance. The results indicate that there was no significant difference on
school climate as to school and community engagement when respondents are
grouped according to age, sex, employment status, length of service, and highest
educational attainment. Therefore, the null hypothesis is accepted.
4.2. Teacher Connections. There was a significant difference on school climate
as to teacher connections when respondents are grouped according to sex (Sig. =
0.038) and academic rank/position (Sig. = 0.038). The computed significance
values (Sig.) were less than (<) 0.05 alpha level of significance, therefore null
hypothesis is rejected. Moreover, the computed significance value (Sig.) for age
(Sig. = 0.633), civil status (Sig. = 0.300), employment status (Sig. = 0.383),
length of service (Sig. = 0.907), and highest educational attainment (Sig. = 0.304)
were all greater than (>) 0.05 alpha level of significance. The results indicate that
there was no significant difference on school climate as to teacher connections
when respondents are grouped according to age, civil status, employment status,
length of service, and highest educational attainment. Therefore, the null
4.3. Structure of Learning. The computed significance value (Sig.) for age (Sig.
= 0.663), sex (Sig. = 0.129), civil status (Sig. = 0.781), employment status (Sig. =
0.935), length of service (Sig. = 0.975), academic rank/position (Sig. = 0.277),
and highest educational attainment (Sig. = 0.557) were all greater than (>) 0.05
alpha level of significance. The results indicate that there was no significant
difference on school climate as to structure of learning when respondents are
grouped according to age, sex, civil status, employment status, length of service,
127
academic rank/position, and highest educational attainment. Therefore, the null
4.4. Physical Environment. The computed significance value (Sig.) for age (Sig.
difference on school climate as to physical environment when respondents are
4.5. Student Peer Relations. The computed significance value (Sig.) for age (Sig.
difference on school climate as to student peer relations when respondents are
4.6. Parental Involvement. The computed significance value (Sig.) for age (Sig.

128
difference on school climate as to parental involvement when respondents are
5. Test of Difference on Work From Home Challenges when Respondents are

5.1. Job Related Items and Work Responsibilities. There was a significant
difference on work from home challenges as to job related items and work
responsibilities when respondents are grouped according to highest educational
attainment (Sig. = 0.006). The computed significance value (Sig.) was less than
(<) 0.05 alpha level of significance, therefore null hypothesis is rejected.
(Sig. = 0.353), civil status (Sig. = 0.255), employment status (Sig. = 0.367),
length of service (Sig. = 0.435), and academic rank/position (Sig. = 0.168) were
all greater than (>) 0.05 alpha level of significance. The results indicate that there
was no significant difference on work from home challenges as to job related
items and work responsibilities when respondents are grouped according to age,
sex, civil status, employment status, length of service, and academic
rank/position. Therefore, the null hypothesis is accepted.
5.2. Professional Development and Promotional Opportunities. The computed
significance value (Sig.) for age (Sig. = 0.835), sex (Sig. = 0.419), civil status
(Sig. = 0.288), employment status (Sig. = 0.718), length of service (Sig. = 0.352),
129
academic rank/position (Sig. = 0.433), and highest educational attainment (Sig. =
0.114) were all greater than (>) 0.05 alpha level of significance. The results
indicate that there was no significant difference on work from home challenges as
to professional development and promotional opportunities when respondents are
academic rank/position, and educational attainment. Therefore, the null
5.3. Recognition and Work Achievement. There was a significant difference on
work from home challenges as to recognition and work achievement when
respondents are grouped according to academic rank/position (Sig. = 0.033). The
computed significance value (Sig.) was less than (<) 0.05 alpha level of
significance, therefore null hypothesis is rejected. On the other hand, the
computed significance value (Sig.) for age (Sig. = 0.771), sex (Sig. = 0.574), civil
status (Sig. = 0.662), employment status (Sig. = 0.454), length of service (Sig. =
0.700), and highest educational attainment (Sig. = 0.260) were all greater than (>)
difference on work from home challenges as to recognition and work achievement
when respondents are grouped according to age, sex, civil status, employment
status, length of service, and highest educational attainment. Therefore, the null
5.4. Organizational Policy and Administration and Technical Supervision.
civil status (Sig. = 0.698), employment status (Sig. = 0.082), length of service
130
(Sig. = 0.616), academic rank/position (Sig. = 0.108), and highest educational
attainment (Sig. = 0.069) were all greater than (>) 0.05 alpha level of significance.
The results indicate that there was no significant difference on work from home
challenges as to organizational policy and administration and technical
supervision when respondents are grouped according to age, sex, civil status,
employment status, length of service, academic rank/position, and educational
attainment. Therefore, the null hypothesis is accepted.
5.5. Working Relations and Compensation Benefits. There was a significant
difference on work from home challenges as to working relations and
compensation benefits when respondents are grouped according to academic
rank/position (Sig. = 0.019) and highest educational attainment (Sig. = 0.024).
The computed significance values (Sig.) were less than (<) 0.05 alpha level of
significance, therefore null hypothesis is rejected. Moreover, the computed
significance value (Sig.) for age (Sig. = 0.355), sex (Sig. = 0.340), civil status
(Sig. = 0.569), employment status (Sig. = 0.193), and length of service (Sig. =
0.293) were all greater than (>) 0.05 alpha level of significance. The results
indicate that there was no significant difference on work from home challenges as
to working relations and compensation benefits when respondents are grouped
according to age, sex, civil status, employment status, and length of service.
5.6. Physical Working Conditions and Health Issues. There was a significant
difference on work from home challenges as to physical working conditions and
health issues when respondents are grouped according to academic rank/position

131
(Sig. = 0.011). The computed significance value (Sig.) was less than (<) 0.05
alpha level of significance, therefore null hypothesis is rejected. Furthermore, the
computed significance value (Sig.) for age (Sig. = 0.330), sex (Sig. = 0.971), civil
status (Sig. = 0.571), employment status (Sig. = 0.505), length of service (Sig. =
0.422), and highest educational attainment (Sig. = 0.068) were all greater than (>)
difference on work from home challenges as to physical working conditions and
health issues when respondents are grouped according to age, sex, civil status,
employment status, length of service, and highest educational attainment.
6. Test of Difference on School Climate
dimensions of school climate as to school and community engagement, teacher
connections, structure of learning, physical environment, student peer relations and
parental involvement.
7. Test of Difference on the Challenges in Work From Home Arrangement
challenges of work from home arrangement as to job related items and work
responsibilities, professional development and promotional opportunities, recognition and

132
work achievement, organizational policy and administration and technical supervision,
working relations and compensation benefits, and physical working conditions and health
issues.
8. Development of a Model that is appropriate for the current Pandemic Situation
The proposed model has been developed in order to address the challenges of
work from home arrangement of teachers which is appropriate for the current pandemic
situation as to Job Related Items and Work Responsibilities, Professional Development
and Promotional Opportunities, Recognition and Work Achievement, Organizational
Policy and Administration and Technical Supervision, Working Relations and
Compensation Benefits, and Physical Working Conditions and Health Issues.
Conclusion
Based on the summary of the findings, the researcher concluded that:
1. majority of the secondary school teachers in Schools Division of Zambales are
female, on their early adulthood stage, married, permanent employees, new in
service, Teacher I, and with Master’s degree units;
2. the teacher-respondents perceived that their school “Always” engage on school
climate as to their relationships with their peer and students;
3. the teacher-respondents agree on the challenges of work from home
arrangement as to their jobs satisfaction;
4. there was significant difference on school climate as to school and community
engagement when grouped according to respondents’ civil status and academic

133
rank/position; and signficant as to teacher connections when grouped according to
respondents’ sex and academic rank/position;
5. there was significant difference on work from home challenges as to job related
items and work responsibilities when respondents are grouped according to
highest educational attainment; significant as to recognition and work
achievement when grouped according to respondents’ academic rank/position;
significant as to working relations and compesnation benefits when grouped
according to respondents’ academic rank/position and highest educational
attainment; and significant as to physical working conditions and health issues
when grouped according to respondents’ academic rank/position;
6. there was significant difference towards dimensions of school climate;
7. there was significant difference towards challenges of work from home
arrangement; and
8. the proposed model has been developed in order to address the challenges of
work from home arrangement.
Recommendations
Based on the summary of findings and the conclusions arrived at, the researcher
offered the following recommendations:
1. School heads should explore good characteristics of school climate to
strengthen organizational relationship among teachers regardless of their age, sex,
civil status, employment status, length of service, academic rank/position, and

134
2. Classroom teacher advisers to organize community groups (e.g. PTA, LGU)
meet regularly through online if not possible in face to face to discuss school
issues; remind teachers to exercise professional judgment; school may consider to
include provisions for parents on their effort to clean physical environment and
allocate room for learning at their home;
3. DepEd may consider designing their own Learning Management System
(LMS) to create a platform addressing different level of students; to design
guidelines on proper childcare to guide students during online learning; may
consider reviewing employee manual / appraisal and incentives to provide
fairness promotion opportunities among teachers based on their work
performance; are encourage to provide provisions on work praise thru online;
review workload and allocate schedule / time for communication with coworkers
and school heads with the use of online medium accessible to all; may design new
online platform for an effective conduct of online classes; and implement ways
and initiative in addressing fast and high internet badwidth accessible to learners
and teachers for a fast online learning.
4. School heads may consider revitalizing the characteristics of school climate
exists regardless of civil status, sex and academic rank/position of teachers.
5. School heads may consider addressing the challenges encountered by teachers
on a work from home arrangement regardless of their academic rank/position and

135
6. Since there was significant difference towards dimensions of school climate,
school head may consider in determining the importance of different dimensions
towards structuring their school climate.
7. Since there was significant difference on the challenges of work from home
arrangement, school needs to prepare their employees through training and
guidance in order to be guided and navigate different challenges they are
involved with.
8. To conduct a follow-up study with in-depth and wider in scope so as to validate
the findings obtained in the study.

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67

RESULTS AND DISCUSSION

problems stated in Chapter 1.

service, academic rank/position, and highest educational attainment.

This scenario is similarly observed by Umali, Dagdagan, De Torres, Felipe,

teachers than male. This is similarly observed in the Department of Education in

children than males. The superiority of their number engaging in teaching

profession is accounted on mindset of female sector to engage them in child care

and preference to work among schools.

respondents in handling marital relationship and parental responsibilities as

(2017) where married respondents dominate in her study.

1.4. Employment Status. Most of the teacher-respondents with 268 or 95.70%

are permanent employees; 9 or 3.20 are contractual employees and 3 or 1.10%

casual employees. The superiority of regular teacher-employees in Schools

Division of Zambales is mirrored on the compliance of teachers to meet the

requirements for regularization and continue their growth in the profession.

According to Martin (2016) the love in teaching profession continue to increase

and commitment of the respondents in the teaching profession. According to

the age of retirement.

1.6. Academic Rank/Position. The academic rank/position of most respondents

is Teacher I with 96 or 34.30%; 83 or 29.60% are Teacher III; 65 or 23.30% are

ranked based on criteria as to performance rating, experience, outstanding

accomplishments, education, training, potential, and psycho- social as per

Department Order 66, series of 2007.

1.7. Highest Educational Attainment. Majority of the teacher-respondents with

holders; 51 or 18.20% are Master’s degree holders; 17 or 6.10% are with

reveal that teachers’ academic preparation, certification type, and years of

(Goldhaber & Anthony, 2013). Those teachers with sufficient academic

preparation are seen to be competent in subject matter content and pedagogical

skills enabling them to be effective in classrooms and produce larger student

achievement gains (Darling-Hammond, 2010).

The data on the school climate as perceived by teacher-respondents are presented

Climate dimensions as to School and Community Engagement, Teacher Connections,

Structure of Learning, Physical Environment, Student Peer Relations and Parental

2.1. School and Community Engagement

The School Climate as to School and Community Engagement as perceived by

teacher-respondents is presented in Table 3.

and community engagement was perceived by teacher-respondents as “Always” with a

mean rating of 3.55.

enhancement of teachers' effectiveness (Slaughter, 2018). A cited by Escobar & Morrison

professional relationships and connections with pupils and colleagues as source of

2.2. Teacher Connections

Table 4 shows the School Climate as to Teacher Connections as perceived by

The teacher-respondents perceived “Always” that “2. Teachers in their school

connections was perceived by teacher-respondents as “Always” with a mean rating of

teachers should exercise professional judgement reflected on professional knowledge of

curriculum expectations, context, evidence of learning, methods of instruction and

professional practice, judgement involves a purposeful and systematic thinking process

The ability to more consistently exercise professional judgement means teachers

resources, interaction with students, creating a positive classroom environment, and

communication with parents and guardians (Ontario, 2011).

2.3. Structure of Learning

The School Climate as to Structure of Learning as perceived by teacher-

respondents is shown in Table 5.

to structure of learning was perceived by teacher-respondents as “Always” with a mean

The study findings is supported by the empirical study on online learning of

meta-analysis. The meta-analysis found that, on average, students in online learning

difference between student outcomes for online and face-to-face classes—measured as

deviation—was larger in those studies contrasting conditions that blended elements of

instructional elements not received by students in control conditions. This finding

behvior, medical training, higher education.

2.4. Physical Environment

Table 6 presents the School Climate as to Physical Environment as perceived by

The teacher-respondents perceived “Always” that “4. Teachers in their school