Final Maxilom Teaching Prejudice Revised 2

LYCEUM OF THE PHILIPPINES UNIVERSITY CAVITE
TEACHING PREJUDICE: A COMPREHENSIVE STUDY OF UNJUST

WORKLOAD AND UNDERAPPRECIATION OF PUBLIC AND PRIVATE
ENGLISH TEACHERS
An Undergraduate Thesis
Submitted to the Faculty of the
College of Liberal Arts and Education
Lyceum of the Philippines University – Cavite
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Secondary Education major in English
CHRISTAL STEPHANIE D. MAXILOM
June 2022
COLLEGE OF ARTS AND SCIENCES 1

TABLE OF CONTENTS
Page
CHAPTER 1
INTRODUCTION………………………………………………………...…........... 5
Background of the Study …..………………….…………………...……….. 6
Theoretical Framework ……………………………………………………..… 7
Conceptual Framework…………………………………………………........... 9
Statement of the Problem …………………………………………...…………. 11
Significance of the Study……..…………….…………………..………………. 11
Scope and Delimitation……………….………….………..…………………… 12
Definition of Terms………………………………………………………………. 13
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES. 16
……………………….. 1
6
I. Challenges in Workload of
1
Teachers………………………………. 7
II. Challenges in the Income of Teachers………………………….…. 2

0
III. Effects of Overwork load…………………………………………….
2

IV. Effects of
Underpayment……………………………………………..
V. List of
Interventions…………………………………………………...
CHAPTER 3 METHODOLOGY….…………..
……………………………………………………… 31
Research Design ……………………………………………………………….. 31
Research Locale…………………….…………………………......................... 31
Population and Sample………….……………………………………………… 32
Research Instrument…………………………………………………………….. 33
Data Gathering Procedure…………………………………………………….. 33
Data Analysis………..……………..…………………………………………… 33
REFERENCES…………………………………………………………………………. 35

LIST OF FIGURES
Page
Figure 1. Theoretical Framework……………………………………………… 7
Figure 2. Conceptual Framework………………………………………………. 9

CHAPTER I
INTRODUCTION
This chapter presents the problem and its setting. It includes the background of
the study, theoretical and conceptual framework, statement of the problem, the
significance of the study, and scope and delimitation of the study.
Teachers have been a prominent part and foundation of a growing society, an area
that creates more productivity by producing growth in an individual itself. They are one
of the reasons that the country is where it stands right now, from national to even
personal reasons. Throughout the years, though it has still perceived to many the
importance they had, problems still rose inevitably, the unjust workloads, under-
appreciation due to underpayment, and the lack of their supply to help them . “We are
overworked yet underpaid.” stated by the president of the Manila Public School Teachers
Association (MPSTA), Louie Zabala, during the celebration of World’s Teachers Day
2021. This suggests that someone such as a renowned president has experienced and
seen the unjust financial and work support for teachers in our country (Bautista, J.

2021, Philippine Daily Inquirer). As a matter of fact, according to the Catholic
Educational Association of Philippines (2022), The Salary Standardization Law (SSL)
would show that Teacher I in public schools receive P25,439 per month, while teachers in
private schools outside Metro Manila receive P6,000- P10,000 a month. The salary in
the Philippines is much lower when we compare it to foreign countries such as
Thailand which offers P50,000-P70,000 a month. (Dela Peña,2022. Philippine Daily
Inquirer).
Background of the Study
Teachers are professionals that will never fade even in future times, they are
irreplaceable. They are important in our world since they empower individuals with
knowledge and the capacity to learn to guide and help improve our youth (JetLearn,
2023, March 11). Everyone celebrates World Teacher’s Day every October 5 to
congratulate our teachers, however, expressing gratitude is not enough
compensation; instead, the school administrator and the government should express
their appreciation towards them by giving a pleasing workload and sufficient salary
or adding incentives. According to the news report by Mendoza (2022, September 16)
of Inquirer News that the underpaying of teachers in our nation has always been a
concern for teachers, other educational workers (school administrators), and the Alliance
of Concerned Teachers (ACT-Teachers). From the 1980s up until the present, the
claim made by teachers that they are underappreciated and overworked has
continued to hold true (Bautista, 2021. Philippine Daily Inquirer). Nonetheless,

educators who work in schools, whether they are public or private, are expected to be
paid for the work they accomplish.
In terms of job responsibilities, both public and private school teachers have equal
workloads on school premises. Some of these are preparing for lesson plans, projects,
activities, learning materials, formative assessments, classroom management, evaluating
students’ academic progress, and more (Earp, 2020). However, based on observation
there are still instances where teachers take on work that is outside the scope of their
employment, such as accepting a subject that is not in their mastery, and doing the work
of non-teaching personnel such as librarians and administrators. (Philippine News
Agency. 2022, April 28).
Theoretical Framework

Figure 1. Theoretical Framework
Job Demands-Resources (JD-R) model: This model suggests that job demands (such as
workload, time pressure, and emotional demands) and job resources (such as autonomy,
social support, and feedback) can have different effects on job-related outcomes, such as
job satisfaction, burnout, and performance. According to this model, an unjust
workload can be seen as a job demand that can lead to negative outcomes if it
exceeds the available job resources. For example, if teachers have to grade a large
number of papers without adequate time or support, they may experience burnout
or reduced performance. (JDR Model - Google Search, n.d.-b)
Institutional theory: This theory suggests that organizations are embedded in broader
social, cultural, and institutional contexts that shape their practices and norms. According
to this theory, an unjust workload of teachers can be seen as a result of institutional
pressures that prioritize certain goals (such as high test scores or productivity) over
others (such as teacher well-being or pedagogical innovation). For example, if a
school is under pressure to improve its test scores, it may assign more grading or
test preparation tasks to teachers, even if this creates an unfair workload.
(Institutional Theory - Explained, n.d.-b)
Social justice perspective: This perspective emphasizes the importance of fairness,
equity, and diversity in social institutions and practices. According to this perspective,
an unjust workload of teachers can be seen as a form of social injustice that

undermines the professional autonomy, dignity, and well-being of teachers. This
perspective can also highlight the differential impact of an unjust workload on
teachers from different social backgrounds (such as race, gender, or class). For
example, if female or minority teachers are disproportionately assigned more
administrative or extra-curricular tasks, this can be seen as a form of discrimination
or marginalization. (What Is Social Justice? - Issues in Social Work, 2022b)
The theoretical framework presents the idea that the three reasons; Job Demand-
Resource, Institutional, and Social Justice perspective, are the factors that lead to low
motivation generally. The Job Demand-Resource correlated with the institutional theory
as it is, leads to burnout and can also result in underpayment because of the lesser
resources in workload. Social Justice theoretically is the point that affects the
underappreciation of the teachers, as the social justice perspective changes the point of
view of individuals, teachers , and students, to what they commonly see, in terms of
gender, and physique.
Conceptual Framework

Figure 2. Conceptual Framework
The figure presents the conceptual paradigm of the study indicating the independent
variable and dependent variable.
The main factors for low wages are Socioeconomic Factors. Teachers' salaries
may be influenced by broader socioeconomic factors such as the economic status of a
country or region. For instance, countries or regions with low GDP or high levels of
poverty may allocate less funding toward education, resulting in lower salaries for
teachers. Next, the environmental factors to low wages have resulted from the cost of
living, financial expenses, and political factors. The cost of living in a particular region
or country can also impact teacher salaries. For instance, in areas with a high cost of
living, salaries may need to be higher to ensure that teachers can afford to live and
work in the area.

The political climate of a country or region can influence teacher salaries. Governments
may prioritize other sectors or allocate limited resources towards education, resulting in
lower salaries for teachers Also, under the political factor is the education funding,
teacher’s supply and demand, qualification, and experience. The amount of funding
allocated to education by governments can directly affect teacher salaries. If
education budgets are limited, salaries may be lower, and if budgets are increased,
salaries may be higher. The supply and demand for teachers can also play a role in
determining salaries. In some areas where there are few qualified teachers, salaries
may be higher to attract and retain educators, whereas, in areas with an abundance
of qualified teachers, salaries may be lower. The qualifications and experience of
teachers can also impact their salaries. Teachers with higher qualifications and
more experience may command higher salaries than those with less experience or
lower qualifications. These factors can result in the unjust workload and under-
appreciation that teachers experience. The mediating factors affect teachers’
motivation and overwork.
Statement of the Problem
This study aims to assess the workload performance and salary of High school
English Teachers in both Private and Public Schools at Trece Martires, Cavite.
Specifically, the study aims to answer the following research questions:
1. Know the challenges faced by public/private school teachers in Trece Martires in
workload and compensation.

2. Identify the effects of overwork load specifically teachers’ burnout and under-
compensation on the performance of duties and responsibilities of public and
private.
3. List the interventions taken by teachers to address the problems brought by over-
workload and under- compensation.
Significance of the Study
The section of the study shows significance to the teachers, students, school
administrators, Dep Ed, and future researchers.
Teachers. This study will spread awareness of their experiences inside their workplace.
Students. This study will appreciate more their teachers by showing respect and kindness
towards them.
School and administrators. This research will inform properly of the challenges of
teachers in income and workload that can lead to support and assessing their school
teachers.
DepEd. This research will be enlightened personally to the case scenario of the struggles
of teachers in the Philippines regarding underpayment and overworked that would lead to
a movement of passing a law related to this.

Future researchers. The results of the paper can serve as a reference for students and
people within the academic community if they want to venture into similar studies. The
recommendation made at the end of this research can also be a bench point for the gaps
and possible areas that need further research.
Scope and Delimitation
This study only covers high school English Teachers in Trece Martires, Cavite.
The study aims to include 6 teacher participants among the selected schools (public and
private) within the Municipality of Trece Martires, the de facto capital of the province.
The respondence is limited to English high school teachers from Grade 7 to Senior high
school that are from selected public and private high schools in Cavite.
The researcher limits the study to the selected private and public schools with
secondary education English teachers only. This does not cover the admin staff, parents,
pupils, and tutors. The researcher would try to find out the challenges in assessing the
workload and salary income of English teachers; the effects of workload in terms of
psychosocial needs (stress, depression, fatigue) and the effects of underpayment;
interventions. Furthermore, anything regarding data is summarized to the extent and is
listed in the references below.

This study does not intend to promote or offended any school or teachers’
workload and salary quality but as information to guide the readers of various learning
experiences such as workload, income, and productibility of teachers.
Definition of Terms
To facilitate the understanding of this study, different terms are defined herein.
Burnout. a persistent state of stress characterized by physical and psychological
exhaustion, cynicism, detachment, and feelings of inefficiency and
underachievement.
English Teachers. Educates students in reading, writing, speaking, and studying
literature in the English language
Incentives. Monetary or non-monetary that motivates one to do something.
Non-teaching staff. Those who work for educational institutions but are not
responsible for teaching.
Overwork. A person working beyond his/her capacity.
Prejudice. In this study, the term means unjust treatment to teachers according to
their workload and payment.

Postgraduate education. When a post-secondary student pursues academic or
professional degrees, certifications, diplomas, or other qualifications after
receiving an undergraduate (bachelor's) degree, this is referred to as
postgraduate or graduate education.
Salary. a regular set payment made by the company to the employee, usually on a
monthly or biweekly basis but frequently expressed as an annual sum.
Secondary Teachers. an educated individual having experience working with high
school or senior high school pupils.
SSL. The "Salary Standardization Law of 2019," also known as Republic Act No.
11466, allows for the adjustment of the Salary Schedule for Civilian
Personnel and authorizes the provision of new benefits.
Teacherpreneur. Also known as a teacher entrepreneur is an educator who
utilizes her expertise, drive, and vision to create a new line of
educational materials or services.
Underappreciated. In this study, the term means teachers are not highly
appreciated through their payment and their work performance.

Workload. the volume of work that must be completed by something or
someone.
Workload balancing tool, as defined by the Department of Education, in this
study refers to the measurement of the time teachers spend both teaching
and performing administrative duties.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents a review of relevant literature, studies, and concepts essential to
the development of the conceptual framework and the direction of the study.

(Bautista, 2021. Philippine Daily Inquirer). The president of the Manila Public School
Teachers Association (MPSTA), Louie Zabala, said during the celebration of World
Teachers Day in 2021 that teachers since the 1980’s are still overworked yet underpaid.
This claim is a huge criticism of Zabala in teachers’ income and work. However, the
researcher would want a further investigation on this claim.
I. Challenges in Workload of Teachers
Teacher’s work is rewarding yet demanding as Jomuad, et. al. (2021) stated.
Teachers faced a heavy workload with many papers works and classroom teaching
to do. Based on the study of the OECD Teaching and Learning International Survey
(Earp 2020) a teacher’s weekly workload, including during weekends, evenings and other
out-of-class time in Australia are the following responsibilities. Classroom teaching,
participation in school management, parent/career communication, extracurricular
activities, lesson planning, and preparation, counseling students, general admin work,
other work tasks, Professional development activities, marking/correcting student work,
teamwork, and dialogue with colleagues. Weekly, the total time spent by the teacher is
52.2 hours per week, which is much higher than the average working hour (40 hours) per
week.
Moreover, based on the study of the Department of Education, SEAMEO
INNOTECH. (2020, October 12) the teachers’ perception towards their workload is
manageable but being overworked shared by teachers echoed more. Since the daily six-

hour teaching shifts, meetings, advising duties, lesson planning, marking of student work,
and preparation for upcoming lessons are all demanded of teachers. Finding bits of time
between their other obligations on weeknights and their leisure time on weekends,
they either extend their work hours or occasionally bring their job home. Home
visits are also anticipated to keep an eye on absent students, particularly in small
areas. (p.113)
II. Challenges in Income of Teachers
Based on Bozkurt’s study, teachers experience the highest levels of job
satisfaction based on the nature of their work and the lowest level of satisfaction based on
their compensation. (Oco, 2022, February, p. 127). This indicates that while instructors
can manage to have a lot of work assigned to them, they cannot withstand receiving the
same amount of wage. Based on the study of Evita, (2018) of the University of
Padjajaran Bandung, monetary encourages workers to have good performance, rather
than non-incentives.
According to the Department of Education (2019, June 9), public school teachers
from elementary to high school receive expanded compensation from 1989 to 2019. The
researcher focused on Teacher I since it is the first position taken by new graduates of
pre-service teachers. From the position of a Teacher I beneath Salary Grade (SG) in 1989
under the Republic Act of 6758, the basic monthly salary is P3,102. In the succeeding
years, Teacher I under SG 11 of Executive Order 201 following the Salary

Standardization Law (SSL) in 2019 is P20,754, constituting a 569% increase. Additional
22.5 % increase in the latest salary grade of Teacher I year 2022 with P25,439. The
compensation grade increases as the teacher advances in rank (Let Passer, 2022. Salary
Grade Table for DepEd Teachers and State University Professors in the Philippines.)
According to the Salary Standardization Law of the Catholic Educational Association of
the Philippines 2022, teachers in private schools outside Metro Manila receive P6,000-
P10,000 a month. (Dela Peña,2022. Philippine Daily Inquirer). As the data from the
Department of Education (2019, June). The average monthly salary of teachers in private
schools in the Region IV-A (CALABARZON) year 2016 is P10,451. This shows that
public school educators mostly make more money than private schools because of the
government’s support.
Perception of dissatisfaction is still persistent even if the salary increases over the
years. As stated by the news article by Caparanas in Ikot.Ph (2019, July), Senator Win
Gatchalian stated that among the seven Association of South East Asian Nations
(ASEAN) members, the Philippines ranks third-to-last in terms of teacher annual wages.
Based upon the senator and their research, the average yearly teacher income in the
Philippines is $18,160 (P1,008,424.8) including the benefits, which is less than the
ASEAN average of $27,742 (P1,540,513.26) per year. According to Salavierra (2020),
Teachers anticipate considerable rises similar to other uniform personnel. The teachers’
welfare organization has continuously expressed criticism of the increase. One of the
factors why Filipino teachers are still not satisfied with their salaries even though they

have a rose is because of inflation and taxes. Based on the news article of PhilStar
(Marcelo, 2022) the calculations by the Alliance of Concerned Teachers (ACT), on the
2018 Consumer Price Index, the real value of the salaries of 92 percent of public
school teachers increased from P3,862 to P4,524 as inflation reached 7.7 percent.
The group pointed out that the Teacher I position monthly remuneration of P25,439
amounts to P21,577.
The Southeast Asian Ministers of Education Organization (SEAMEO INNOTECH),
which is also under the Department of Education, disagrees with this increase because
many surveys confirm in their study Exploring Teachers' Whys: Understanding
Motivation Among Teachers in the Philippines (2020, October 12), where it is written in
this study that Public School Teachers are unsatisfied with their salary in these following
aspects: satisfaction with the income receive according to civil status, school location,
and teaching position. It shows that 56% of public school teachers, whether they are
single, married, or have children or not, are among the highest civil status when it comes
to dissatisfaction with their wages. In school location, teachers in urban areas were 57%
dissatisfied with their income, and teachers came from remote areas with 63%. On the
other hand, all the teachers from Teacher I-III position, are unsatisfied with the received
income. Teacher I position is 55%, Teacher II is 62% and Teacher III is 58% disagree
that they are satisfied with their income when it comes to their position.

Following the findings of a Pulse Asia survey performed on June 24-27, 2022, 50% of
participants believe that instructors at public schools are underpaid. There were 1,200
responders to the survey, which Senator Win Gatchalian ordered. According to poll
findings, 50 percent of Filipinos believe public school instructors are underpaid (Press
Releases, 2022). The dissatisfaction in salary is not only experience in our country but
also foreign schools. An institute from the United States remarks that compared to
teachers in city, suburban, and town schools, fewer instructors in rural schools said they
were satisfied with their pay (42 percent compared to 44, 47, and 46 percent,
respectively). Teachers in urban schools were less likely than those in suburban schools
to report being satisfied with their jobs. (U.S. Department of Education, 2018)
III. Effects Of Overwork Load
Effects of being overworked lead to stress. Teachers experience stress due to their
workload of planning, organizing, and motivating students (Desouky and Allam, 2017).
Stress in the teaching profession can lead to reduced self-efficacy, job satisfaction, and
burnout (Skaalvik and Skaalvik, 2016). Burnout can have negative effects on morale and
personal life, leading to job transfers (Tehseen and Hadi, 2015).
One type of stress is known as Teachers Burnout. According to Tapp, F. (n.d.)
Perfectionism, together with a lack of rest and recuperation, can cause teachers to
experience chronic stress. Burnout is characterized by persistent episodes of
forgetfulness and severe difficulty concentrating, exhaustion and sleep problems, changes

in food and weight, extreme sadness, and worry. According to a recent survey by the
National Education Association (NEA, 2022) 90% of American teachers reported having
serious burnout, and 67% reported having extremely serious burnout. (Ballow, C. 2022,
December 8). Teachers tend to work hard and are continuously seeking ways to improve.
Although these qualities are admirable, they may lead instructors to become
perfectionists and neglect to allow enough time for relaxation and recovery.
Teachers need to be reminded that they are more than simply their job because being a
workaholic is sometimes praised as a virtue. While teaching does become a part of one's
identity, other aspects of one's self require care and attention (Madigan, D. J., & Kim, L.
E. 2021). According to Billingsley & Bettini (2019), Burnout can have a detrimental
effect on teachers' employment, resulting in higher absenteeism where teachers missed
their class; a lower level of dedication to their jobs such as showing less interest in lesson
planning; and higher inclinations to leave. Additionally, it might also directly affect the
outcomes and experiences of students. For example, teachers are more likely to develop
hostile relationships with their students when they disobey instructions and have
unfavorable opinions. (Madigan, D. J., & Kim, L. E. 2021).
According to the study of Herman (2023, April 10). The University of Missouri-
Colombia that school principals, district superintendents, and administrators may
collaborate to help overworked teachers by showing that they care by following up on
their health and well-being. The primary objective is to develop learning environments

for teachers that support their achievement and provide them with the resources they
require.
IV. Effects of Underpayment
The reasons why teachers continue to be unappreciated until now is because of
the
Take-home pay. It was revealed in one survey reveals that the take-home salary of (442,
or 40%) of teachers is only between PHP 5,000 and PHP 10,000 after deductions from
their wages. The remaining 40% of educators receive either between PHP 20,000 and
15,000 (292, or 22%) which is not enough for a teacher with a family. (SEAMEO
INNOTECH,2020). Second, the usual expenses of teachers according to the Seameo
Innotech (2020) survey shows the top-ranked expenses were groceries (92%),
minimal utilities (71%), required deductions (55%), repayment of the loan (41%),
transportation costs (24%), and expenses associated with children's tuition and
other demands (31%). As 2018 estimates by the National Economic Development
Agency (NEDA) showed that a family of five living in an urban area would need about
PhP 42,000 per month to live above the poverty line (Sy, Macairan, & Tupas, 2018). Yet,
it demonstrates that if a single teacher were currently supporting their own families, their
current pay would not be adequate.
The inadequate salary relative to expenses is backed up by the following
statements about loans. According to the Department of Education (DepEd), public

school teachers collectively owe at least P319 billion, an increase of P18 billion in less
than two years. The DepEd figures include P157.4 billion in teacher debt owed to the
Government Service Insurance System (GSIS) as of May 29 and P162 billion in unpaid
debt to accredited private lenders as of June 6, 2019. Nevertheless, as the statistics only
included loans that the DepEd had automatically deducted from teachers' monthly wages,
the true amount of P319 billion may be considerably greater. It is simpler to secure loans
from unaccredited lenders, particularly for rookie instructors who do not yet have the pay
slips necessary by genuine lenders. Yet, interest rates are frequently "5-6," or 20%, which
is much higher than the 7.5 percent ceiling authorized by accredited private lenders.
( Polloso, R. 2019)
The results of the study Effects of Late and Non-Payment of Teachers’ Salaries
and Benefits on Learning Process in Public Secondary Schools (Katete, S. & Nyangarika,
A. 2020) shows the severity and the researcher's interest in examining the seriousness of
the influence of late salary and benefit payments on educational processes. The
researcher used the observational method to observe several freshly hired instructors who
did not get their salary and incentives on schedule. The majority of them reportedly stated
that they won't begin teaching until their salary and bonuses have been paid. Also, they
said that there was a big issue with late wages and perks. This is in line with the results of
teachers' questionnaires, which showed that the issue of late salaries and benefits in PSSs
in the Coast Region was serious and that most teachers concur with the idea that their

dissatisfaction with their pay is affecting their motivation and the general standard of
learning.
In research by Olken et al. (2014), incentives initially improved health indicators,
particularly in poor regions, but once incentives were removed, there was little evidence
of long-term or sustained gains. In addition, the assessment methods do not adequately
reflect the meaning of "performance" and "productivity" for instructors. A sound method
of measuring performance is the presence of clear guidelines at the PBB program's
inception in 2012, which stated, among other things, the national achievement test (NAT)
scores as one of the parameters for evaluating teacher competence. This is true assuming
that students' test results are directly related to the performance of the teachers who
taught them (Atkinson et al. 2004). The yearly adjustments to the rules have made it more
difficult for instructors over time to accurately interpret the criteria for evaluation.
Teachers assert that as a result of the PBB's recommendations, their workload has grown
and they are now working on assignments that are not necessarily their own. For instance,
because all schools engage in procurement operations, certain teachers who serve on the
school's bids and awards committee are now required to complete liquidation activities.
Classes are mistakenly abandoned at hectic times when schools are attempting to meet
requirements by the deadline. In other words, teachers' time is diverted away from
teaching, which is their primary responsibility, when they engage in other school-related
activities.

Another effect of underpayment, is that teachers tend to switch to other jobs with
a high salary. According to the analysis by the Economic Policy Institute, (2022), there is
a huge gap between teacher pay and other profession in weekly wage. When compared to
what college graduates made working in other fields, teachers make 76.5 cents on the
dollar ₱4,224.27 (PHP) in the United States. According to the report, teachers do
typically receive higher benefits than other workers, such as retirement plans and health
insurance, but not enough to completely offset the salary penalty. The total compensation
penalty in 2021, when incentives are taken into account, was 14.2 percent. (Will, M.
2022, August 23). Due to low pay and penalty, teachers leave their profession (Long, C.
2017).
V. List of Interventions
Some approaches that were previously done by other researchers, government,
school administration, and also by teachers to improve the salary and workload of
teachers. However, the following interventions have their gaps.
A teacher's professional rank is not only a key determinant of their ability to
provide compulsory education Yuyou, Q. (n.d.) but also it means high compensation for
them. According to the news article, News to Go (2023, March 7). The Salary
Standardization Law of 2019 was signed by President Duterte to raise government
employee salaries through 2023. Teachers II Salary Grade 12 in 2023 is ₱29,165 (PHP),

Teacher III Salary Grade 13 ₱31,320 (PHP), Master Teacher I ₱46,725 (PHP) and the
highest Teacher position, Master Teacher IV Salary Grade 21 ₱63,997 (PHP). However,
The Department of Education (DepEd) has 338,993 junior high and senior high school
teachers as of School Year (SY) 2019-2020. The total number of teachers in high-ranking
positions in Teacher I have a total of 184,292 secondary education teachers. In Master
Teacher I has a total of 15,502 only in Junior and Senior High School and Master
Teacher IV have a total of 8 teachers, these are a few teachers who continue based on (De
La Fuente, J. K. (2022). Moreover, according to the study of Çalışoğlu, M., & Yalvaç,
A. et al. (2019) in Turkey, postgraduate education of teachers encountered challenges
such the distance between the university where they study and the school they work at,
the demanding nature of the training, attendance, the inadequateness of incentives, and
the denial of rights during the course of the education.
Be a Teacherpreneur or a teaching entrepreneur with creativity and skills who
create a new line of resources to add additional income. The researcher, Gabby
Torregiani, is an example of a Teachepreneur, she is a trainer, interpreter, ESL expert,
and Bridge virtual tutor. She is also a teacherpreneur. (Torregiani. 2020, August 17). As
stated by the survey of the Department of Education, SEAMEO INNOTECH. (2020,
October 12) 17% of teachers have other income sources. Teachers participated in a
variety of business activities, including face-to-face or online sales of goods or services,
as well as outside-of-class teaching activities including online teaching, private tutoring,
or part-time teaching jobs. (p.140) Compared to single teachers, married teachers have

additional sources of income. (p.141). A teacher is free to engage in business as long as
it does not affect how well they accomplish their teaching duties (Berger. n.d.). DepED
Order No. 8, Section 4.9, states. 2007 forbids teachers and other school employees from
doing so, unless specifically permitted by a written agreement with the school's
administration such as the head, principal, or cooperative teacher. (Llego. 2016.)
Jobs in general admin work, extracurricular activities, and counseling students can
be given to non-teaching personnel, not only to support students with their learning needs
(Teachmint, 2020, July) but also to help teachers focus on their teaching and reduce
workload. As stated by Senator Gatchallian (Teach Pinas, 2023) the DepEd must hire
more personnel to reduce teacher’s workload. Non-teaching personnel is crucial to the
efficient operation of the institution (Vishwaroop, 2022). The Department of Education
(DepEd) is devoted to lowering the special and administrative activities they must
perform by acquiring a work-balancing tool to determine teachers' actual tasks, Sevillano
(2022, September 15). According to the work-balancing tool, the Alliance of Concerned
Teachers (ACT) pointed out in a separate statement that 20-minute breaks between
lessons resulted in 100 minutes for teaching-related activities and 60 minutes for
class advisership. For ACT Spokesperson Roel Mape, to ensure high-quality instruction,
teachers should reduce their daily teaching time to four hours, increase the time allotted
for lesson planning and other teaching tasks, and be exempt from non-teaching
responsibilities. ( Malipot. 2022, October 17). Conversely, as the report by Malipot
(2022, October 17) of Manila Bulletin, Michael Poa the DepEd's spokesperson, declared

that the work-balancing tool was still being reviewed and refined and had not yet been
distributed.
According to LETPasser (2022b, May 26). DEPED teachers in the Philippines receive a
variety of benefits and incentives. Teachers can receive Basic Employment Benefits
such as Phil. Health Membership, Leave Privileges, Vacation Credits, and GSIS Benefits.
Productivity Enhancement Incentive (PEI), Mid-year and Year-end Bonuses + Cash Gift
amounting 5,000 pesos, Clothing Allowance, and Special Hardship Allowance which
equals to 25% of Basic Pay. and Long Term Incentives such as Proportional Vacation
Pay ( PVP) and Loyalty Cash Incentive. These incentives and bonuses are helpful to
improve teacher’s motivation and productivity (Incentive Bonuses in Business: The Pros
and Cons | PerkUp, n.d.)
However, the researcher finds some incentives with concerns. Based on the study
of Monje, ( 2019, December 14) the implementation of Performance Based Bonus
(PBB). The purpose of the PBB incentive is to increase teacher trust in the bureaucratic
process, school cohesion and unity, and better monitoring and management techniques.
Meanwhile, teachers have resentment toward the unfairness of other teachers who doesn't
perform well but receive the bonus. Teachers also complain about the random release
dates of the bonus. Next a minimum monthly cost of P1,500 for an internet and
communication allowance separated to chalk allowance with P5000 annually (Mateo.
2023, February 2).

Additionally, despite having been proposed for a long time, some bills that would
help with teachers' underpayment and unfair workload but it is still pending. The Senate
Bill No. 3125, 15th Congress or also known as ‘An Act Providing An Increase and An
Automatic Adjustment Mechanism In The Personnel Economic Relief Allowance
(PERA) Granted to Government Employees’ filed on February 12, 2015. All government
workers receive this additional allowance in addition to their base wage to help offset the
nation's rising cost of living. Regardless of rank or performance, the bonus is P4,000 per
month. All teachers receive a total of 48,000 pesos yearly from this. Nevertheless, the
legislation governing these plans has not yet been passed.
Moreover, The Expanded Magna Carta for Public School Teachers and Other
Purposes, House Bill No. 8384, 17th Congress of the Republic where it suggests several
changes to R.A. Magna Carta for Public School Teachers, No. 4670. For the wage
increase, Section 14 of House Bill (No. 8384) provides for Additional Compensation of
at least 25% for off-campus activities that extend the employee's workday. Section 22
Health, Wellness, and Medical Benefits provides a free annual checkup as well as
emotional, psychological, mental, and physical wellness evaluations.
Nine percent (9%) or an estimated 207,000 overseas workers are Filipino
professionals, a significant occupational category that includes OFWs who work as
foreign teachers (Contributor, W. 2022). According to the study of Frederikson, C.P.
(2014) Filipino teachers decided to work abroad due to greater pay rates and better
working conditions as reasons. As stated in this study, their limitations, though, are that

they don't understand the local language and culture in Sweden. The same goes for EFL
Teachers in Thailand, even though they receive between 23,000 and 38,000 PHP monthly
(Ofwneal. 2021), Filipino Teachers experienced tough tasks in teaching Thai students in
English for the reason that students' lack of interest in the English language, lack of
exposure to/support for an English-speaking environment, and unclear English language
curricula. (Ulla, M. B. 2018). Moreover, The DepEd refuse to support the demand for
compensation increases of Allied Concerned Teachers. The ACT chairman Vladimer
Quetua took the painful decision that although Filipino teachers have committed to serve
their country, the government is leaving them with no other option. Many Filipino
teachers seek employment abroad due to low pay in the Philippines, and if the
government does not act swiftly to address the issue, they risk losing the best of their
educators. (Mendoza. 2022, September 16).

CHAPTER III
METHODOLOGY
This chapter presents research methodology, it covers the targeted respondents,
research methods, research materials, data collection and analysis technique.
RESEARCH DESIGN
To identify the main point and prove the subject matter, the researcher used a
qualitative design with the aid of grounded theory to give substance to the research
design. The methodology of this study aims to acquire data to prove that the current
teachers are in some ways, not satisfied with regards to the finances, workload, and
appreciation from other social workers. Grounded theory is being the main point as it
gives a detailed study of the subject matter which applies and compatible with the data.
Findings to the experiences of the English teachers in the Philippines with similar traits to
their testaments would make an accepted percentage that at least this number of teachers
in percentage receives the same treatment of problems. Interviews and questionnaires will
be achieved to gather the experiences and other accounts acquired from the participants.
RESEARCH LOCALE

The researcher studied several schools in Trece Martires, Cavite with the end
view of assessing and evaluating the workload performance and salary income of High
school Teachers who either taught or majored in English subjects in terms of financial
and psychosocial needs (teacher’s burnout). The researchers would try to find out the
challenges in assessing the workload and salary income of English teachers.
POPULATION AND SAMPLE
The research primarily focused on the assessment of the workload and salary
performance of High School English Teachers within the Academic year 2022-2023. The
participants of the study will be the high school English Teachers, specifically from
Grade 7 to Senior High School English Subject Teachers from different selected private
and public schools in Trece Martires, Cavite. The researcher will use purposive sampling
techniques specifically total population sampling. The researcher will specifically choose
one (1) English teacher per grade level for three (3) different public schools chosen and
the same number for private schools. The data will in total, have 36 respondents across
six (6) schools.
There are 3 selected private schools in Trece Martires and those are, Saint Jude
Parish School, Amore Academy, and Lyceum of Cavite- East Science Integrated School.
On the other hand, there are 3 selected public schools and those are Trece Martires City
National High School, Luis Aguado National High School, and Francisco Osorio
National High School.

RESEARCH INSTRUMENT
The study included qualitative data aided with interview questions formulated by
the researcher. Finding a solution will be made easier with the support of the experiences
of the minority of teachers and their unique insights into the study of how and why the
teachers' low pay affects them.
DATA GATHERING PROCEDURE
The researcher will create the data gathering tool, which will include a consent
form and an interview questionnaire. Questions that are significant to the study will be on
the interview. It will enquire as to whether respondents feel their workload is unjust and
underappreciated in their income. The researcher can start looking for participants in
selected schools and conduct online or in-person interviews as soon as the research
adviser gives their approval. The researcher will examine the data after all the necessary
details have been collected.
DATA ANALYSIS
This study is qualitative nature using the Colaizzi thematic analysis. Respondents
are interviewed for their opinions and experiences regarding the study, which commonly
produces raw data that has to be analyzed properly to acquire the needed results. The

Coilazzi method interprets and trims data by following a set of procedures from reading
the data, formulating meaning, creating a report, and validation. This set of methods will
prove beneficial in the interpretation of the data collected, especially in the grounded
theory used. This method was used in the same structured research by (Han, Kim, Sohn,
and Cho. 2021; Experience in Nursing Unit Management on First Line Nurse Managers).
The Colaizzi method will prevent any biased inference because of its method for
analyzing and its formulation, and therefore the expected analysis be reliable and
accurate.

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LYCEUM OF THE PHILIPPINES UNIVERSITY CAVITE

TEACHING PREJUDICE: A COMPREHENSIVE STUDY OF UNJUST

Submitted to the Faculty of the

College of Liberal Arts and Education

Lyceum of the Philippines University – Cavite

of the Requirements for the Degree

Bachelor of Secondary Education major in English

CHRISTAL STEPHANIE D. MAXILOM

COLLEGE OF ARTS AND SCIENCES 1

Background of the Study …..………………….…………………...……….. 6

Theoretical Framework ……………………………………………………..… 7

Statement of the Problem …………………………………………...…………. 11

Significance of the Study……..…………….…………………..………………. 11

Scope and Delimitation……………….………….………..…………………… 12

REVIEW OF RELATED LITERATURE AND STUDIES. 16

II. Challenges in the Income of Teachers………………………….…. 2

COLLEGE OF ARTS AND SCIENCES 2

Research Design ……………………………………………………………….. 31

Population and Sample………….……………………………………………… 32

Data Gathering Procedure…………………………………………………….. 33

COLLEGE OF ARTS AND SCIENCES 3

Figure 1. Theoretical Framework……………………………………………… 7

Figure 2. Conceptual Framework………………………………………………. 9

COLLEGE OF ARTS AND SCIENCES 4

significance of the study, and scope and delimitation of the study.

COLLEGE OF ARTS AND SCIENCES 5

2021, Philippine Daily Inquirer). As a matter of fact, according to the Catholic

Educational Association of Philippines (2022), The Salary Standardization Law (SSL)

the Philippines is much lower when we compare it to foreign countries such as

Thailand which offers P50,000-P70,000 a month. (Dela Peña,2022. Philippine Daily

Background of the Study

congratulate our teachers, however, expressing gratitude is not enough

continued to hold true (Bautista, 2021. Philippine Daily Inquirer). Nonetheless,

COLLEGE OF ARTS AND SCIENCES 6

paid for the work they accomplish.

activities, learning materials, formative assessments, classroom management, evaluating

of non-teaching personnel such as librarians and administrators. (Philippine News

Agency. 2022, April 28).

COLLEGE OF ARTS AND SCIENCES 7

Figure 1. Theoretical Framework

job satisfaction, burnout, and performance. According to this model, an unjust

or reduced performance. (JDR Model - Google Search, n.d.-b)

to this theory, an unjust workload of teachers can be seen as a result of institutional

others (such as teacher well-being or pedagogical innovation). For example, if a

test preparation tasks to teachers, even if this creates an unfair workload.

(Institutional Theory - Explained, n.d.-b)

Social justice perspective: This perspective emphasizes the importance of fairness,

an unjust workload of teachers can be seen as a form of social injustice that

COLLEGE OF ARTS AND SCIENCES 8

undermines the professional autonomy, dignity, and well-being of teachers. This

perspective can also highlight the differential impact of an unjust workload on

example, if female or minority teachers are disproportionately assigned more

administrative or extra-curricular tasks, this can be seen as a form of discrimination

or marginalization. (What Is Social Justice? - Issues in Social Work, 2022b)

gender, and physique.

COLLEGE OF ARTS AND SCIENCES 9

Figure 2. Conceptual Framework

variable and dependent variable.

may be influenced by broader socioeconomic factors such as the economic status of a

work in the area.

COLLEGE OF ARTS AND SCIENCES 10

allocated to education by governments can directly affect teacher salaries. If

of qualified teachers, salaries may be lower. The qualifications and experience of