136

BIBLIOGRAPHY

Ali, E., & Hale, E. (2009). Predicting organizational trust level of school managers and
teachers at elementary schools. Procedia-Social and Behavioral Sciences, 1(1),
2180–2190.

Allard, K., Haas, L. and Hwang, C.P. (2011). “Family-supportive Organizational Culture
and Father’s Experiences of Work-family Conflict in Sweden”, Gender, Work &
Organization, 18(2), pp. 141-157.

Aquino, G. (1993). Fundamentals of Research. Mandaluyong City. National Book Store.

Asbury K. & Kim L. E. (2020) ‘Like a rug had been pulled from under you’: The impact
of COVID-19 on teachers in England during the first six weeks of the UK
lockdown

AWA per DO 11 s. 2020. Issuance of Policy on Alternative Work Arrangements.

GOVPH

AWA per DO 8 s. 2020. On-going Physical Enrollment Policy. GOVPH

Bailyn, L. and Fletcher, J.K. (2003). The Equity Imperative: Reaching Effectiveness
through the Dual Agenda, CGO Insight No. 18, Center for Gender in
Organizations, Boston, MA

Baines, S. and Gelder, U. (2003). What is Family friendly about the Workplace in the
Home? The Case of Self-employed Parents and their Children, New Technology,
Work and Employment, 18, pp. 223-234.

Baruch, Y. 2001. The status of research on teleworking and an agenda for future research.
International Journal of Management Reviews, 3(2): 113-130.

Basile, K.A. and Beauregard, T.A. (2016). Strategies for Effective Telework: How
Effective Employees Manage Work/ home Boundaries, Strategic Human
Resource Review, 15(3)

Bates, P, Bertin, L, Huws, U. (2002.) E-Work in Ireland, report by The Institute for
Employment Studies, Brighton, UK.

Baytcom, (2015) Bayt: the advantages no disadvantages of working from home,

https://www.bayt.com/en/career-article-1601/ accessed 30/8/17

Beauregard, T.A., basil, K.A. and Canonico, E. (2013) Home is Where the Work is: A
New Study of Home Working in Acas and Beyond, Acas research paper, Ref
10/13, Acas London.
 137

Beriales, M., Permocillo, D., Bartizo, C. & Porras, C. (2017). Level of Satisfaction of
the Employees. CEBU International Conference on Studies in Arts, Social
Sciences and Humanities. Retrieved from
http://uruae.org/siteadmin/upload/UH0117431.pdf

Betts, L. (2009). Online Communication with students. Retrieved:

https://humanmooc.pressbooks.com/chapter/lets-talk-effectively-communicating-
with-your-online-students/

Bloom, N. (2014). To Raise Productivity, Let more Employees Work from Home,
Harvard Business Review, 92(1/2), pp. 28-29.

Bryan, L. (2020). Companies around the globe have rolled out mandatory remote work.
Whether you’re a newbie or WFH veteran, here’s what you need to do to stay
productive. Retrieved: https://www.bbc.com/worklife/article/20200312-
coronavirus-covid-19-update-work-from-home-in-a-pandemic

Bundang, L. (2017). A study on the qualities and efficiency of teachers in some selected
schools in the division of Cavite. Unpublished Master Thesis. National
Teachers College. Quiapo, Manila. 160pp.

Burgess, S. (2020) Schools, skills and learning: The impact of COVID-19 on education.
CERP Policy Portal.

Callanan, T.A. (1999). New Ways of Living and Working: Teleworking in Ireland,
Department of Enterprise, Trade and Employment, Report of the National
Advisory Council on Teleworking. Dublin 2 (retrieved from
www.djei.ie/publications/trade/2003/teleworking.pdf

Calmorin, L. & Calderon, M. (2003). Methods of Research, Thesis Writing and Applied
Statistics.

Capaldi, S. (2020). A systematic review of risk factors for intimate partner violence.
Partner abuse, 3(2), 231-280

Chapman, A., Sheeney, N., Heywood, S., Dooley, B., & Collins, C. 1995. The
organizational implications of teleworking. International Review of Industry and
Organizations, 10: 229-248.

Clark, S.C. (2000.) Work/ family Border Theory: A New Theory of Work/ family
balance, Human Relations, 53(6), pp. 747-770, Google Scholar.

Collie, R. J., Shapka, J. D., & Perry, N. E. (2011). Predicting teacher commitment: The
impact of school climate and social-emotional learning. Psychology in the
Schools, 48(10), 1034–1048
 138

Cross, D. I., & Ji, Y. H. (2012). An ecological examination of teachers’ emotions in the
school context. Teaching and Teacher Education, 27(1), 10–22.

Daniel, T.A. (2004). The Exodus of Women from the Corporate Workplace to Self-
owned Businesses, Employment Relations Today, 30(4), pp. 55-61
Darling-Hammond, J. (2010). Educational research: Competencies for analysis and
application. (6th ed.). Upper Saddle River, NJ: Pearson Education.

Darvasi P. (2020). Resources for teaching and learning. KQED.

https://www.kqed.org/mindshift/55521/resources-for-teaching-and-learning-
during-this-period-of-social-distancing

DepEd Press Release (2020). DepEd Assistance for teachers, learners a priority amid
COVID-19 situation. GOVPH

Dimitri, V. M., & Mieke V. H. (2012). The role of teacher and faculty trust in forming
teachers’ job satisfaction: Do years of experience make a difference? Teaching
and Teacher Education, 28(6), 879–889.

Doherty, S.T., Andrey, J.C, & Johnson, L.C. 2000. The economic and social impacts of
telework. Paper presented at the Telework: The new workplace of the 21st
Century symposium, New Orleans.

Dorathi, M. (2011). Organizational climate and service orientation in select schools. IUP
Journal of Organizational Behavior, 10(2), 40–54.

Douglas, S. (2010). Organizational climate and teacher commitment (Doctoral

dissertation). Retrieved from ProQuest Dissertations and Theses database.
(Publication No. AAT 3439807)

Duxbury, L., & Higgins, C. 2002. Telework: A primer for the millennium introduction. In
C.L. Cooper & R.J. Burke (Eds). The new world of work: Challenges and
opportunities. Oxford, UK: Blackwell Publishers Ltd.

Epstein, E. & Becker, S. (2014) Implementation of Parent Community Involvement

Programs. Retrived: https://www2.ed.gov/pubs/SER/ParentComm/chap3.html

Escobar P. S. & Morrison A. (2020) Online placement during the COVID19 pandemic in
Chile: Challenges and opportunities. Pages 587-607 | Received 05 Aug 2020,
Accepted 04 Sep 2020, Published online: 09 Sep 2020

Ethiopia, J. (2014). Coronavirus Working from Home Experience Survey Questionnaire.

Google Scholar.

Felstead, A., Jewson, N. and Walters, S. (2005). Changing Places of Work, Palgrave
Macmillan, Basingstoke.
 139

Fenner, G.H. and Renn, R.W. (2010). Technology-assisted Supplemental Work and
Work-to-family Conflict: The Role of Instrumentality Beliefs, Organizational
Expectations and Time Management, Human Relations, 63, pp. 63-82

Fetto, J., & Gardyn, R. 2002. You can take it with you. American Demographics, 24(2):
10-12.

Ford, M., Heinen, B. and Langkamer, K. (2007). Work and Family Satisfaction and
Conflict: A Meta-analysis of Cross-domain Relations, Journal of Applied
Psychology, 92(1), pp. 57-80.
Franco, M. S. (2010). School climate. In T. C. Hunt, J. C. Carper, T. J. Lasley, II, & C. D.
Raisch (Eds.), Encyclopedia of Educational Reform and Dissent (Vol. 2, pp. 786–
788). Thousand Oaks, CA: Sage.

Friedman, S.D. (2014). Work+Home+Community+Self Skills for Integrating Every Part

of Your Life, Harvard Business Review, 92((9), pp. 111-114

Gajendran, R.S. and Harrison, D.A. (2007). The Good, the Bad, and the Unknown about
teaching and learning. American Demographics, 24(2): 10-12.

Golden, T., Veiga, J. and Simsek, Z. (2006). Telecommuting’s Differential Impact on

Workfamily Conflict: Is There no Place like Home? Journal of Applied
Psychology, 91(6), pp. 1340-1350.

Gordon, G. 2001. Turn it off: How to unplug from the anytime-anywhere office without
disconnecting your career. New York: Three Rivers Press.

Gorham, A. (2006). Managing to Work: Why Mothers Need to Apply Workplace Skills
in the Home, Women in Management Review, 3(4), pp 191-196.

Grant, C.A., Wallace, L.M. and Spurgeon, P.C. (2013). An Exploration of the
Psychological Factors Affecting Remote e‐ worker's Job Effectiveness, Well‐
being and Work‐ life Balance, Employee Relations, 35(5), pp.527-546,
https://doi.org/10.1108/ER-08-2012-0059

Grant-Vallone, E.J. and Ensher, E.A. (2011). An Examination of Work and Personal Life
Conflict, Organizational Support, and Employee Health Among International
Expatriates”, International Journal of Intercultural Relations, 25(3), pp. 261-278

Grensing-Pophal, L. 1998. Training employees to telecommute: A recipe for success. HR

Magazine, 43(13): 76-79.

Groysberg, B. and Abrahams, R. (2014). Manage Your Work, Manage Your Life,
Harvard Business Review, 92(3), pp. 58-66.
 140

Halpin, A. W., & Croft, D. B. (1963). The organizational climate of schools. Chicago, IL:
University of Chicago Press.

Handy, C. 1995. Trust and the virtual organization. Harvard Business Review, 73(3): 40-
48.

Harker, M.B. and MacDonnell, R. (2012). Is Telework Effective for Organizations? A

Metaanalysis of Empirical Research on Perceptions of Telework and
Organizational Outcomes, Management Research Review, 35(7), pp. 602-616.
Hartig, T., Kylin, C. and Johansson, G. (2007). The Telework Tradeoff: Stress Mitigation
vs Constrained Restoration”, Applied Psychology: An International Review,
56(2), pp. 231-253.

Hayman, J. (2010). Flexible Work Schedules and Employee Well-being”, New Zealand
Journal of Employment Relations, 35(2), pp. 76-87

Heller, A. D. (2002). The power of gentleness. Educational Leadership, 59(8), 76–79.

Hilbrecht, M., Shaw, S.M., Johnson, L.C. and Andrey, J. (2008). I’m Home for the Kids’:
Contradictory Implications for Work-life Balance of Teleworking Mothers,
Gender, Work and Organization, 15(5), pp. 454-476.

Hootsman, H. 2001. Telecommuting: A win-win solution for office and home?

Unpublished paper. The Boston College Center for Work & Family.

Howard, E., & Jackson, D. (1982). School climate improvement project. In S. Anderson
(Ed.), School effectiveness: Climate, goals, and leadership (pp. 29–42).
Charleston, WV: Appalachia Educational Lab.

Hoy, W. K., & Miskel, C. G. (2008). Educational administration: Theory, research, and
practice (8th ed.). New York, NY: McGraw Hill.

Hoy, W. K., Tarter, C. J., & Kottkamp, R. B. (1991). Open schools/healthy schools:
Measuring organizational climate. Beverly Hills, CA: Sage.

HR Focus. (1999). Long-distance workers suit long-distance companies. 76(12): 11-13.

HR Focus. (2001). What makes telecommuting work? 78(1): 8.

HR Focus. (2002). Time to take another look at telecommuting. 79(5): 6-7.

Huws, U., with Podro, S., Gunnarsson, E., Weijers, T., Arvanitaki, K., and Trova, V
(1997) Teleworking Guidelines for Good Practice, accessed 28/8/17
http://www.employment-studies.co.uk/system/files/resources/files/329.pdf
 141

Hynes, M. (2013). Mobility Matters: Technology, Telework and the (Un) Sustainable
Consumption of Distance, Unpublished PhD, National University of Ireland
Galway, (retrieved from http:// hdl.handle.net/10379/3814).

Hynes, M. (2014). Telework isn’t Working: a Policy Review, The Economic and Social
Review, 45(4), pp. 579-602.

Jackson, L. (2012). Motivating and Inspiring team members. Retrieved:

https://www.impraise.com/blog/how-to-motivate-and-inspire-your-team-to-
achieve-better-results
Jefferson, S. (2020). Different aspects of School Climate. Retrieved:
https://safesupportivelearning.ed.gov/school-climate-improvement

Kossek, E.E., Lautsch, B.A. and Eaton, S.C. (2006). Telecommuting, Control, and
Boundary Management: Correlates of Policy Use and Practice, Job Control, and
Work-family Effectiveness, Journal of Vocational Behavior, 68(2), pp. 347-367.

Kotey, B.A. (2017). Flexible Working Arrangements and Strategic Positions in SME’s,
Personnel Review, 46(2), pp. 355-370.

Kreiner, G.E. (2006). Consequences of Work-home Segmentation or Integration: A

Personenvironment Fit Perspective, Journal of Organizational Behavior, 27(4),
pp. 485-507.

Kreiner, G.E., Hollensbe, EC, Sheep, M.L. (2009). Balancing Borders and Bridges:
Negotiating the Work /home Interface Via Boundary Work Tactics, Academy of
Management Journal, 52(4), pp. 704-730.

Kurland, N. and Bailyn,, L. (1999). Telework, The Advantages and Challenges of

Working Here, There, Anywhere and Anytime, Organisational Dynamics,
Autumn, pp. 53-68.

Kurland, N.B., & Bailey, D.E. 1999. Telework: The advantages and challenges of
working here, there, anywhere, and anytime. Organizational Dynamics, 28(2): 53-
68.

Lapierre, L.M., Spector, P.E., Allen, T.D., Poelmans, S., Cooper, C.L., O’Driscoll, M.P.,
Sanchez, J.I.,Brough, P. and Kinnunen, U. (2008). Family-supportive
Organization Perceptions, Multiple Dimensions of Work–family Conflict, and
Employee Satisfaction: A Test of Model Across Five Samples”, Journal of
Vocational Behavior, 73(1), pp. 92-106.

Lourenco, M.L. and Lourenco, E.N. (2016). Women Workers, Social Sustainability and
Working Time: A Study in a Cooperative Guided by the Principles of Economic
Solidarity, Social Responsibility Journal, 12(3), pp 571-583.
 142

Lunenburg, F. C., & Ornstein, A. C. (2004). Educational administration: Concepts and

practice. Belmont, CA: Wadsworth/Thomson Learning.

Madsen, S.R. (2011). The Benefits, Challenges, and Implication of Teleworking: A

Literature Review”, Journal of Culture and Religion, 1(1), pp. 148-158

Mahar, S. (2011). Approaches to Physical Activities in Schools.

https://www.nap.edu/read/18314/chapter/8#260

Malipot, M.H. (2020). Teachers to work from home pending issuance of new guidelines.
Manila Bulletin.

Mamizi, S. (2009). The Importance of Women Teachers. Retrieved:

https://mamizi.com/the-importance-of-women-teachers/

Mann, S. and Holdsworth, L. (2003).The Psychological Impact of Teleworking: Stress,

Emotions and Health”, New Technology, Work and Employment, 18(3), pp. 196-
211.

Martin, A. (2016). Differentiated Instruction: A Research Basis,7 (7), 935-947

Marx, K. (2003). O capital: crítica da economia política, Civilização Brasileira, Rio de

Janeiro.in Lourenco, ML and Lourenco, EN (2016) Women workers, social
sustainability and working time: a study in a cooperative guided by the principles
of economic solidarity, Social Responsibility Journal, 12(3), pp 571-583.

Maxwell, S. (2017). The Impact of School Climate and School Identification on

Academic Achievement: Multilevel Modeling with Student and Teacher Data.
Retrieved: https://www.frontiersin.org/articles/10.3389/fpsyg.2017.02069/full

Mayo, M., Pastor, J.C., Cooper, C. and Sanz-Vergel, A.I. (2011). Achieving Work-family
Balance Among Spanish Managers and their Spouses: A Demands-control
Perspective, The International Journal of Human Resource Management, 22(2),
pp. 331-350.

McNerney, D.J. 1995. Telecommuting: An idea whose time has come. HR Focus, 72
(11): 1-4.

Mellner, C, Kecklund, C, Kompier, M, Sariaslan, A, Aronsson, G. (2016). Boundaryless

Work, Psychological Detachment and Sleep: Does Working Anytime-anywhere
“Equal Employees are “always on “? in Jan De Leeds (Ed) New ways of working
practices (Advanced series on management, Vol 16) Emerald Group Publishing
Ltd, pp 29-47

Meyers, T.P. (2014). The Georgia Brief School Climate Inventory. Atlanta, GA: Georgia
Department of Education.
 143

Mills, R.S.L., Duncan, K.A., & Amyot, J.J. 2000. Home-based employment and work-
family conflict: A Canadian study. In C.B. Hennon, S. Loker, & R. Walker (Eds).
Gender and Home-Based Employment. Westport, CT: Auburn House

Mirchandani, K. (2000). The Best of Both Worlds’ and ‘Cutting My Own Throat’:
contradictory Images of Home-based Work”, Qualitative Sociology, 23(2), pp.
159-182.
Mohan, N., & Ashok, J. (2011). Organizational climate and attitude of teachers a
corelational study. European Journal of Social Sciences, 22(4), 599–610.

Moore, J. (2006). Homeworking and Work-life balance: Does it Add to Quality of Life?
European Review of Applied Psychology, 56(1), pp. 5-13.

Morgan, R.E. (2004). Teleworking: An Assessment of the Benefits and Challenges,

European Business Review, 16(4), pp. 344-357.

Na¨tti, J., Anttila, T., Ojala, S. and Tammelin, M. (2009). Paid Work at Home, in
Virolainen, H., Sirkemaa, S. and Vartiainen, T. (Eds), The Proceedings of the
14th International Conference on Telework, TUCS, Turku, Finland, pp. 173-185.

Na¨tti, J., Tammelin, M., Anttila, T. and Ojala, S. (2011). Work at Home and Time Use
in Finland”, New Technology, Work and Employment, 26(1), pp. 68-77.

Nilles, J.M. (2007). Editorial: the future of e-work, The Journal of E-Working, 1(1), pp.
1-12

Nilles, J.M. 1998. Managing telework: Strategies for managing the virtual workforce.
New York: John Wiley & Sons.

Norton, S. M. (2008). Human resources administration for educational leaders. Thousand

Oaks, CA: Sage.

Nytimescom (2013) NY Times Sunday Review editorial: Location, Location, Location,

available at NY Times .com/2013/03/03/ accessed 25/8/17

Ojala, S, Natti, J, Anttila, T. (2014). Informal Overtime at Work instead of Telework:

Increase in Negative Work-family Interface, International Journal of Sociology
and Social Policy, 34 ½ pp 69-87.

Onanistic, A. (2015). Bloomberg Business: Richard Branson- Marissa Mayer’s Yahoo

Work Policy is on the Wrong Side of History, available at. Google Scholar

Ontario, L. (2011). Teachers’ Professional Judgement Matters. Retrieved:

https://d3n8a8pro7vhmx.cloudfront.net/etfo/pages/73/attachments/original/
1489693895/Prefessional-Judgement.pdf?1489693895
 144

Pathak, A.A., Bathini, D.R., Kandathil, G.M. (2015). The Ban on Working from Home
Makes Sense for Yahoo. It needs the Innovation and Speed of Delivery that come
from Office-based Employees, Human Resource Management International
Digest, 23(3), pp 12-14.

Pearl, L. (2013). Parental Volunteering. Retrieved:

https://kidshealth.org/en/parents/school.html
Penington, A. (2020). Working From Home: Opportunities and Risks, available at
Google Scholar

Poelmans, S.A.Y., O’Driscoll, M. and Beham, B. (2005). A Review of International

Research in the Field of Work and Family”, in Poelmans, S.A.Y. (Ed.), Work and
Family: An International Research Perspective, Erlbaum, Mahwah, NJ, pp. 3-46.

Policarpio, R. (2020). Teachers urge DepEd to extend their work from home setup.
Rappler.com

Pratt, J.H. (1999). Telework America national telework survey: Cost/benefit of

teleworking to manage work/life responsibilities. International Telework
Association & Council.

Rafferty, T. (2008). School climate and teacher attitudes toward upward communication
in secondary schools. American Secondary Education, 31(2), 49.

Ramdass, M., & Lewis, T. (2012). Toward a model for research on the effects of school
organizational health factors on primary school performance in Trinidad &
Tobago. International Journal of Educational Development, 32(3), 482–492.

Rooney, J. (2003). Principals who care: A personal reflection. Educational Leadership,

60(6), 76–78.

Ruiz, Y and Walling, A. (2005). Home-based Working using Communication

Technologies, Labor Force Survey, Labor market Division, Office for National
Statistics, London, October.

Ryan, M (2013) Teleworking: The Myth of Working from Home

http://www.bbc.com/news/magazine-21588760 accessed 29/8/17

Schilling, S. (1999). The basics of a successful telework network. HR Focus, 76(6): 9-11.

Schoen, L., & Teddlie, C. (2008). A new model of school culture: a response to a call for
conceptual clarity. School Effectiveness & School Improvement, 19(2), 129–153.

Slaughter, D. (2018). Implementation of Parent Community Involvement Programs.

Retrived: https://www2.ed.gov/pubs/SER/ParentComm/chap3.html
 145

Smith, K (2013) Business insider: Here the confidential memo Yahoo sent employees
about working from home, available at www.business insider.com /yahoo-works-
firm-home-meno2013-2 accessed (Google Scholar).

Song, Y. (2009). Unpaid Work at Home, Industrial Relations, 48(4), pp. 578-588.

Strauss V. (2020) How relationships between teachers and students are being tested in
covid-19 crisis

Sullivan, C. (2003). What’s in a Name? Definitions and Conceptualizations of

Teleworking and Work at Home, New Technology, Work and Employment,
18(3), pp. 158-165
Swan, O. (2014). The Challenges of Online Learning. Retrived:
https://files.eric.ed.gov/fulltext/EJ1127718.pdf

Talabong, R. (2020). Teachers urge DepEd to extend their work from home setup.
Rappler.com

Teachers’ Dignity Coalition (2020). Teachers urge DepEd to extend their work from
home setup. Rappler.com

Telecommute Connecticut. (2002). http://www.telecommutect.com. Accessed July, 2002.

Telecommuting: Meta-analysis of Psychological Mediators and Individual Consequences,

Journal of Applied Psychology, 92(6), pp. 1524-1541.

Teleworking in the United Kingdom (2008)

https://www.eurofound.europa.eu/observatories/eurwork/articles/telework-in-the-
unitedkingdom accessed 28/8/17

Thomson, P. (2008). The Business Benefits of Flexible Working, Strategic HR Review,

7(2), pp. 17-22, https://doi.org/10.1108/14754390810853129

Tietze, S. and Musson, G. (2010). Identity, Identity Work and the Experience of Working
from Home, Journal of Management Development, 29(2), pp.148-156.

Timbal, A. and Mustabsat, A. (2016). Flexibility or Ethical Dilemma: An Overview of

the Work from Home Policies in Modern Organizations around the World,
Human Resource Management International Digest, 24(7)

Toffler, A (1980) The Third Wave, Pan Books, London.

Tolbert, W. (2015). The Impact of Working at Home on Career Outcomes of Professional

Employees. Retrieved: https://core.ac.uk/download/pdf/5131683.pdf
 146

Toyama, C. (2010). Structure of Learning. Retrived:

https://www2.ed.gov/pubs/SER/ParentComm/chap3.html

Toyin Ajibade Adisa, Gbolahan Gbadamosi, Ellis L.C. Osabutey, (2016). Work-family
Balance: A Case Analysis of Coping Strategies Adopted by Nigerian and British
Working Mothers, Gender in Management: An International Journal, 31(7),
pp.414-433, https://doi.org/10.1108/GM-01- 2016-0010

Tunyaplin, S, Lunce, S. and Maniam, B. (1998). The New Generation Office

Environment; The Home Office, Industrial Management and Data Systems, 98(4),
pp 178-183
Umali K., Dagdagan C. , De Torres A. , Felipe M. , Maranan C., & Maranan D. (2013).
Incentives and Motivation of Employees in Lipa City, Philippines. Educational
Research International.

Van Horn, C.E., & Storen, D. 2000. Telework: Coming of age? Evaluating the potential
benefits of telework. Paper presented at the Telework: The new workplace of the
21st Century symposium, New Orleans.

Vasquez, L.D. (2011). Questionnaire on School Climate. Doctoral Dissertation.

International Journal of Education

Von Borell de Araujo, B.F. and Tureta, C.A. (2015). How do Working Mothers Negotiate
the Work/home Interface, Journal of Managerial Psychology, 30(5), pp. 565-581.

Walker, E. Wang, C. and Redmond, J. (2008). Women and Work‐ life Balance: Is Home‐
based Business Ownership the Solution? Equal Opportunities International, 27(3),
pp.258-275, https://doi.org/10.1108/02610150810860084

Walker, E.A. and Webster, B. (2006). Management Competencies of Women Business

Owners, International Entrepreneurship and Management Journal, 2(4), pp. 429-
529.

Weijers, T., Meijer, R., & Spoelman, E. (1992). Telework remains “made to measure”:
The large scale introduction of telework in the Netherlands. Futures 24: 1048-
1055.

Wells, S.J. (2001). Making telecommuting work. HR Magazine, 46(10): 34-46.

Wheatley, D. (2012). Good to be Home? Time Use and Satisfaction Levels among
Home-based Teleworkers, New Technology, Work & Employment, 27(3), pp.
224-241.

Wight, V.R. and Raley, S.B. (2009). When Home Becomes Work: Work and Family
Time among Workers at Home, Social Indicators Research, 93(1) , pp. 197-202
 147

Work/life Balance: Flexible Working can make You Ill Experts Say (2016)
https://www.theguardian.com/money/2016/jan/02/work-life-balance-flexible-
working-can-makeyou-ill-experts-say accessed 29/8/17

Wu, L. (2020). The Relationship of Bandwidth, Interaction, and Performance in Online

Courses: A Study. Retrieved:
https://www.westga.edu/~distance/ojdla/spring91/wu91.htm

Zhang, J., & Liu, Y. (2010). Organizational climate and its effects on organizational
variables: An empirical study. International Journal of Psychological Studies,
2(2), 189–201.
Zhang, J., & Liu, Y. (2010). Organizational climate and its effects on organizational
variables: An empirical study. International Journal of Psychological Studies,
2(2), 189–201.
 148

Appendix A

DATA MATRIX

Profile of the Respondents

Age
Frequency Percent Valid Percent Cumulative
Percent
20-24 26 9.3 9.3 9.3
25-29 28 10.0 10.0 19.3
30-34 64 22.9 22.9 42.1
35-39 56 20.0 20.0 62.1
40-44 41 14.6 14.6 76.8
Valid
45-49 23 8.2 8.2 85.0
50-54 22 7.9 7.9 92.9
55-59 18 6.4 6.4 99.3
60-64 2 .7 .7 100.0
Total 280 100.0 100.0

Sex
Frequency Percent Valid Percent Cumulative
Percent
Male 93 33.2 33.2 33.2
Valid Female 187 66.8 66.8 100.0
Total 280 100.0 100.0

Civil Status
Frequency Percent Valid Percent Cumulative
Percent
Married 170 60.7 60.7 60.7
Single 91 32.5 32.5 93.2
Valid Separated 13 4.6 4.6 97.9
Widowed 6 2.1 2.1 100.0
Total 280 100.0 100.0
 149

Employment Status
Frequency Percent Valid Percent Cumulative
Percent
Permanent 268 95.7 95.7 95.7
Contractual 9 3.2 3.2 98.9
Valid
Casual 3 1.1 1.1 100.0
Total 280 100.0 100.0

Length of Service
Frequency Percent Valid Percent Cumulative
Percent
0-4 74 26.4 26.4 26.4
5-9 72 25.7 25.7 52.1
10-14 58 20.7 20.7 72.9
15-19 30 10.7 10.7 83.6
Valid 20-24 13 4.6 4.6 88.2
25-29 21 7.5 7.5 95.7
30-34 10 3.6 3.6 99.3
35 & above 2 .7 .7 100.0
Total 280 100.0 100.0

Academic Rank/Position
Frequency Percent Valid Percent Cumulative
Percent
Teacher I 96 34.3 34.3 34.3
Teacher II 65 23.2 23.2 57.5
Teacher III 83 29.6 29.6 87.1
Master Teacher I 14 5.0 5.0 92.1
Master Teacher II 14 5.0 5.0 97.1
Valid
Master Teacher III 3 1.1 1.1 98.2
Head Teacher I 2 .7 .7 98.9
Head Teacher II 1 .4 .4 99.3
Head Teacher III 2 .7 .7 100.0
Total 280 100.0 100.0
 150

Highest Educational Attainment

Frequency Percent Valid Percent Cumulative
Percent
Bachelor’s degree 90 32.1 32.1 32.1
With Master’s units 114 40.7 40.7 72.8
Master’s degree 51 18.2 18.2 91.0
Valid
With Doctorate units 17 6.1 6.1 97.1
Doctorate degree 8 2.9 2.9 100.0
Total 280 100.0 100.0

Mean Rating on Perceived School Climate

N Mean
SCE1 280 3.71
SCE2 280 3.56
SCE3 280 3.54
SCE4 280 3.37
SCE5 280 3.56
TC1 280 3.58
TC2 280 3.69
TC3 280 3.52
TC4 280 3.47
TC5 280 3.59
SL1 280 3.41
SL2 280 3.48
SL3 280 3.56
SL4 280 3.63
SL5 280 3.66
SL6 280 3.44
PE1 280 3.38
PE2 280 3.34
PE3 280 3.59
PE4 280 3.62
PE5 280 3.44
SPR1 280 3.28
SPR2 280 3.27
SPR3 280 3.23
 151

SPR4 280 3.37

SPR5 280 3.34
PI1 280 3.23
PI2 280 3.21
PI3 280 3.32
PI4 280 3.41
PI5 280 3.34

Mean Rating on Perceived Work From Home Challenges

N Mean
JRIWR1 280 3.64
JRIWR2 280 3.55
JRIWR3 280 3.47
JRIWR4 280 3.42
JRIWR5 280 3.44
JRIWR6 280 3.49
JRIWR7 280 3.14
JRIWR8 278 3.33
PDPO1 280 3.46
PDPO2 280 3.41
PDPO3 280 3.47
PDPO4 280 3.45
PDPO5 280 3.50
PDPO6 280 3.43
RWA1 280 3.18
RWA2 280 3.35
RWA3 280 3.45
RWA4 280 3.43
RWA5 280 3.33
RWA6 280 3.43
OPATS1 280 3.44
OPATS2 280 3.56
OPATS3 280 3.62
OPATS4 280 3.56
OPATS5 280 3.57
OPATS6 280 3.48
OPATS7 280 3.28
OPATS8 280 3.41
WRCB1 280 3.54
 152

WRCB2 280 3.25

WRCB3 280 3.52
WRCB4 280 3.56
WRCB5 280 3.28
WRCB6 280 3.34
PWCHI1 280 3.20
PWCHI2 280 3.41
PWCHI3 280 3.32
PWCHI4 280 3.08
PWCHI5 280 3.29
PWCHI6 280 3.34

Post Hoc Analysis on the Difference on School Climate

Multiple Comparisons
Dependent Variable: School Climate
Scheffe
(I) (J) Mean Std. Sig. 95% Confidence
VAR00002 VAR00002 Difference (I- Error Interval
J) Lower Upper
Bound Bound
TC -.02357 .05198 .999 -.1967 .1496
SL .01886 .05198 1.000 -.1543 .1920
SC PE .07429 .05198 .843 -.0989 .2475
SP .25071* .05198 .000 .0775 .4239
PI .24857* .05198 .000 .0754 .4217
SC .02357 .05198 .999 -.1496 .1967
SL .04243 .05198 .985 -.1307 .2156
TC PE .09786 .05198 .617 -.0753 .2710
SP .27429* .05198 .000 .1011 .4475
PI .27214* .05198 .000 .0990 .4453
SC -.01886 .05198 1.000 -.1920 .1543
TC -.04243 .05198 .985 -.2156 .1307
SL PE .05543 .05198 .951 -.1177 .2286
SP .23186* .05198 .001 .0587 .4050
PI .22971* .05198 .002 .0565 .4029
PE SC -.07429 .05198 .843 -.2475 .0989
TC -.09786 .05198 .617 -.2710 .0753
SL -.05543 .05198 .951 -.2286 .1177
 153

SP .17643* .05198 .042 .0033 .3496

*
PI .17429 .05198 .047 .0011 .3475
*
SC -.25071 .05198 .000 -.4239 -.0775
*
TC -.27429 .05198 .000 -.4475 -.1011
*
SP SL -.23186 .05198 .001 -.4050 -.0587
*
PE -.17643 .05198 .042 -.3496 -.0033
PI -.00214 .05198 1.000 -.1753 .1710
*
SC -.24857 .05198 .000 -.4217 -.0754
*
TC -.27214 .05198 .000 -.4453 -.0990
PI SL -.22971* .05198 .002 -.4029 -.0565
*
PE -.17429 .05198 .047 -.3475 -.0011
SP .00214 .05198 1.000 -.1710 .1753
*. The mean difference is significant at the 0.05 level.

School Climate
Scheffe
Dimensions N Subset for alpha = 0.05
1 2
Student Peer Relations (SP) 280 3.2979
Parental Involvement (PI) 280 3.3000
Physical Environment (PE) 280 3.4743
Structure of Learning (SL) 280 3.5297
School and Community
280 3.5486
Engagement (SC)
Teacher Connections (TC) 280 3.5721
Sig. 1.000 .617

Means for groups in homogeneous subsets are displayed.

a. Uses Harmonic Mean Sample Size = 280.000.
 154

Means Plot

Post Hoc on the Difference on Work from Home Arrangement

Multiple Comparisons
 155

Dependent Variable: WFH

Scheffe
(I) (J) Mean Std. Sig. 95% Confidence
VAR00002 VAR00002 Difference (I- Error Interval
J) Lower Upper
Bound Bound
PD -.01639 .05119 1.000 -.1869 .1541
RW .07796 .05119 .803 -.0925 .2485
JR OP -.05254 .05119 .958 -.2230 .1180
WR .02368 .05119 .999 -.1468 .1942
PW .16579 .05119 .063 -.0047 .3363
JR .01639 .05119 1.000 -.1541 .1869
RW .09436 .05119 .639 -.0762 .2649
PD OP -.03614 .05119 .992 -.2067 .1344
WR .04007 .05119 .987 -.1304 .2106
*
PW .18218 .05119 .027 .0117 .3527
JR -.07796 .05119 .803 -.2485 .0925
PD -.09436 .05119 .639 -.2649 .0762
RW OP -.13050 .05119 .261 -.3010 .0400
WR -.05429 .05119 .952 -.2248 .1162
PW .08782 .05119 .709 -.0827 .2583
JR .05254 .05119 .958 -.1180 .2230
PD .03614 .05119 .992 -.1344 .2067
OP RW .13050 .05119 .261 -.0400 .3010
WR .07621 .05119 .818 -.0943 .2467
*
PW .21832 .05119 .003 .0478 .3888
JR -.02368 .05119 .999 -.1942 .1468
PD -.04007 .05119 .987 -.2106 .1304
WR RW .05429 .05119 .952 -.1162 .2248
OP -.07621 .05119 .818 -.2467 .0943
PW .14211 .05119 .174 -.0284 .3126
JR -.16579 .05119 .063 -.3363 .0047
PD -.18218* .05119 .027 -.3527 -.0117
PW RW -.08782 .05119 .709 -.2583 .0827
OP -.21832* .05119 .003 -.3888 -.0478
WR -.14211 .05119 .174 -.3126 .0284
*. The mean difference is significant at the 0.05 level.
WFH
Scheffe
 156

Dimensions N Subset for alpha =

0.05
1 2
Physical Working Conditions and Health Issues
280 3.2721
(PW)
3.35
Recognition and Work Achievement (RW) 280 3.3599
99
Working Relations and Compensation Benefits 3.41
280 3.4142
(WR) 42
3.43
Job Related Items and Work Responsibilities (JR) 280 3.4379
79
Professional Development and Promotional 3.45
280
Opportunities (PD) 43
Organizational Policy and Administration and 3.49
280
Technical Supervision (OP) 04
Sig. .063 .261
Means for groups in homogeneous subsets are displayed.
a. Uses Harmonic Mean Sample Size = 280.000.

Means Plot
 157

Appendix B

SURVEY QUESTIONNAIRE

SCHOOL CLIMATE AND WORK FROM HOME CHALLENGES AMONG SELECTED

SECONDARY SCHOOL TEACHERS IN THE DIVISION OF ZAMBALES
Dear Respondent:

The undersigned is currently writing his dissertation entitled “School Climate and Work From
Home Challenges among Selected Secondary School Teachers in the Division of Zambales” at
the Graduate School, President Ramon Magsaysay State University (PRMSU) Iba, Zambales.

In this regard, the researcher is asking your cooperation to accomplish the instrument in order to
gather the needed data and information for the completion of the study.Rest assured for whatever
information accorded to the researcher shall be treated with utmost confidentiality. Thank you
very much for your voluntary participation in this endeavor.

Respectfully yours,

ALVIN MAS MANDAPAT

Researcher

I. Profile of the Respondents

Direction:Please provide the necessary personal data by checking the appropriate answer
corresponds to your choice.
1. Name (Optional): _____________________________________________________
2. Age: ( ) 60-64 ( ) 45-49 ( ) 30-34
( ) 55-59 ( ) 40-44 ( ) 25-29
( ) 50-54 ( ) 35-39 ( ) 20-24
3. Sex: ( ) Male ( ) Female
3. Civil Status: ( ) Married ( ) Separated
( ) Single ( ) Widowed
4. Employment Status: ( ) Permanent ( ) Casual
( ) Contractual
5. Length of Service: ( ) 35 years & above ( ) 20-24 years ( ) 5-9 years
( ) 30-34 years ( ) 15-19 years ( ) 0-4 years
( ) 25-29 years ( ) 10-
14 years
6. Academic Rank/Position: ( )Teacher I ( ) Master Teacher I ( ) Head Teacher I
( )Teacher II ( ) Master Teacher II ( ) Head Teacher II
( )Teacher III ( ) Master Teacher III ( ) Head Teacher III

7. Highest Educational Attainment: ( ) Bachelor Degree ( ) With MA units

( ) Master’s Degree ( ) With Doctorate units
( ) Doctorate Degree
II. School Climate. This part contains items/indicators of School Climate. Read each item
carefully and think about how often your School engaged in the described climate. Indicate your
 158

response to each item by putting a check (/) mark among one of the five numbers to the right of
each item. Use the code below:

1- Never 2– Occasionally 3 – Sometimes 4 – Always

School and Community Engagement 4 3 2 1

1 Our school makes an effort to inform the community about the online
mode of learning.
2 Our school is able to extend support to our community when needed
especially this time of COVID 19 Pandemic.
3 Our school used online survey and/or advertisement to inform our
stakeholders about our school.
4 Organized community groups (e.g. PTA, LGU) meet regularly through
online if not possible in face to face to discuss school issues.
5 School people are responsible to the needs and concerns expressed by
community members.
Teacher Connections 4 3 2 1
1 I feel supported by and connected to other teachers, school heads and
department heads during pandemic.
2 Teachers respect the professional competence of their colleagues.
3 I feel like I play an important part at my school during pandemic
4 Teachers in this school exercise professional judgment.
5 The online interaction between faculty members is cooperative.
Structure for Learning 4 3 2 1
1 Teachers at my school recognize students for good behavior during online
classes.
2 Teachers at my school have high standards for achievement even during
pandemic.
3 My school promotes academic success for all students and treated them
fairly.
4 Teachers at my school work hard to make sure that students do well and
are committed to helping students thru online and distribution of modules.
5 I have been concerned about the safety of students learning at home.
6 Instructional materials and modules are up to date and well prepared for
blended learning.
Physical Environment 4 3 2 1
1 The physical environment at home promotes an atmosphere conducive for
learning.
2 Parents make an effort to clean physical environment and allocate room for
learning at their home.
3 Teachers at my school keep physical environment clean, sanitized and
organized.
4 Teachers make an effort to maintain and practice health protocols.
5 Lack of blackboard, chalk and charts at home are not hindrance for online
classes.
Student Peer Relations 4 3 2 1
1 Students help one another thru online collaboration .
2 Students demonstrate proper behaviors in online learning.
3 Students are isolated in an online learning mode.
4 Students treat other students fairly regardless of race, ethnicity or culture.
 159

5 Students extend their help to others in accomplishing online task.

Parental Involvement 4 3 2 1
1 Parents at my school attend PTA meetings or parent/teacher online
conferences.
2 Parents frequently volunteer to help special projects.
3 Parents support and are involve in school activities.
4 Parents respect and abide on the department’s directions, policy and
implementing guidelines.
5 Parents frequently attend at participate school activities.

III. Work From Home Challenges. This part contains items/indicators on Work From Home
Challenges. Please ratethe feeling of your agreement or disagreement with each of the following
statements by putting a check (/) mark below the scale that represents the number of your answer.
Feel free to answer each item as objectively as you can. Use the code below:

1 – Strongly Disagree 2- Disagree 3 – Moderately Agree 4 –Agree

Job Related Items and Work Responsibilities 4 3 2 1

1 Working from home challenges me to provide different platforms to
different level of students.
2 Working from home provides me opportunities to use all my skills and
knowledge and be creative.
3 There is fair distribution of work load in teaching on a work from home
arrangement.
4 I feel fully productive at home and gains back more from unwanted
interruptions.
5 There is an academic freedom and responsibility in making decisions about
my daily task.
6 There is freedom to use my own judgment and educational platform
preference at work.
7 There is no proper childcare to guide students.
8 Keeping regular schedules became hard to cope up with deadlines due to
limited movement.
Professional Development and Promotional Opportunities 4 3 2 1
1 The work from home arrangement provides provision of job related
workshop to enhance my creativity and academic performance.
2 There is fairness promotion opportunities based from our work
performance.
3 There are commitments from different level of management for my
promotion.
4 I perform equally well at home as I do in classroom.
5 Collaborating with people online provides professional and technical
development for me as a teacher.
6 Online platform provides me an easy access for online training and
advancement for free.
Recognition and Work Achievement 4 3 2 1
1 I get full praise thru online for the work I do.
2 My technical ability and knowledge fits to perform my job well.
3 I deliver and accomplish tasks as what expected from me.
4 I accomplish tasks within the schedule in our academic calendar.
 160

5 The academic performance of my students increases.

6 Working from home provides me no limitations and develops my teaching
and other related skills.
Organizational Policy and Administration and Technical Supervision 4 3 2 1
1 Teachers are all treated equally.
2 There is information dissemination in various platforms regarding the
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 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 discuss on various academic issues.
5 The school is open to hear complaints and suggestions from stakeholders to
make education accessible.
6 School Supervisors observe my online (synchronous and asynchronous)
instructions and provides training on various issues.
7 Communication with coworkers and school head became harder.
8 Internet connectivity for online classes and technical know-how on
technology to create and generate activities.
Working Relations and Compensation Benefits 4 3 2 1
1 The faculty and staff members’ cooperate on work from home policy and
implementing guidelines.
2 Teachers can effectively communicate with students through online
platform.
3 There is an online open and exchange communication sessions between
faculty and staff to become more effective.
4 I am receiving my salary, bonus, allowances and other benefits in a timely
manner.
5 The number of enrollees and required teachers threatens security of tenure.
6 Social isolation results to no collaborative learning among teachers and
students.
Physical Working Conditions and Health Issues 4 3 2 1
1 Unavailability of vehicles never bothers me to access school.
2 Work from home lessens traffic and overcrowding of vehicles in school
areas.
3 There is a sufficient supply of materials needed for printing of modules and
other instructional materials.
4 The department provides fast and high internet bandwidth accessible to
learners and teachers for a fast online learning.
5 There are too many distractions at home and effectiveness of online
learning modalities remains an issue.
6 The work from home arrangement and online platform activities threatens
my health due to excessive usage of computer.
* Questionnaire on School climate adopted from the study of Vasquez (2011) modified by Meyers (2014)
* Questionnaire on Work from Home Challenges adopted and modified from the study of Ethiopia (2014)
 161

Appendix C

LETTER OF SCHOOLS DIVISION SUPERINTENDENT

162
163
164
165
166
 167

ALVIN M. MANDAPAT
Brgy.Malabago, Santa Cruz, Zambales
E-mail: alvin.mandapat@deped.gov.ph
CP #: 09305759968

TEACHING AND RELATED EXPERIENCE(S)

Department of Education

*Teaching
Teacher (SASMA- Masinloc)…………………………SY 2014
Teacher I (DepEd)..……………………………………SY 2015-2017
Teacher III (Deped)……………………………………SY 2017- present

EDUCATIONAL BACKGROUND:

GRADUATE STUDIES: Doctor of Education

Major in Educational Management
President Ramon Magsaysay State University
Iba, Zambales 2018-2020

Master of Arts in Education

Major in Educational Administration
Ramon Magsaysay Technological University
Iba, Zambales 2015-2017

Tertiary : Bachelor of Science in Education

Major in Religious and Values Education
St. Benedict Institute, Divine Word College of Vigan
Vigan City
2006-2011

Secondary : Santa Cruz Academy

Sta. Cruz, Zambales
2002-2006

Elementary : Malabago Elementary School

Malabago, Sta. Cruz, Zambales
1996-2002
 168

Page (2) Two…

Curriculum Vitae

PERSONAL INFORMATION:
Birthday: AUGUST 3, 1989
Citizenship: FILIPINO
Civil Status: SINGLE

I hereby certify the above statement are true and correct to the best of my
knowledge and belief

ALVIN M. MANDAPAT
Researcher