Chapter 1

THE PROBLEM AND RELATED LITERATURE

Introduction

In the rapidly evolving landscape of early childhood education, Child

Development Centers play an indispensable role in nurturing the holistic development of

young children. Child Development Centers (CDCs) are supervised by a Child

Development Teacher (CDT) who has a degree in education or a Child Development

Worker (CDW) who implements programs without a formal education background.

However, amid the noble pursuit of nurturing young children’s holistic development,

Child Development Teachers/Workers encounter a myriad of challenges.

In India, preschool teachers are required to juggle a diverse set of responsibilities

in their daily work. They fulfill roles as government employees, as social workers in the

domain of public health, and engage in pedagogical tasks. Additionally, preschool

teachers expressed dissatisfaction, particularly with the honorarium-based

compensation system. Further exacerbating their situation are large class sizes,

inadequate facilities, teaching material shortages, limited parental involvement,

insufficient in-service training opportunities, and a substantial administrative burden

(Katoch,2022). In the same breadth, in Hong Kong, low salaries, uncomfortable working

conditions, and a low staff-child ratio deter high-caliber applicants from entering the

profession (Chan, 2018). Similar to this, in Botswana low access to ECCE services,

inadequate funding, a lack of qualified teachers, high staff turnover, the relative lack of
males in the ECCE sector, a lack of public awareness and home support, and language

barriers are some of the issues affecting the delivery of ECCE. (Mwaipopo, 2021)

In the case of the Philippines, CDTs and CDWs in densely populated urban areas

obtained short-term loans to build secure and suitable learning facilities. Moreover,

those who are classified as non-employees, cannot join unions and engage in collective

bargaining. This restricts their ability to negotiate for better working conditions and

benefits, which are often determined by agreements with local government units or

institutions. (Tongson, 2023). Additionally, child development workers face uneven

training and subpar working conditions. Local barangays fund and design their training

programs, resulting in little nationwide standardization. Furthermore, CDTs and CDWs

are paid too little to cover basic needs. Despite the large number of CDTs and CDWs in

the Philippines, the ECCD Council has only trained 475 CDTs and 419 CDWs. While

civil society organizations supplement training from the ECCD Council, these efforts are

confined to specific geographical areas (Early Childhood Workforce, 2019).

A study conducted in Laak Davao de Oro highlights a dearth of research

addressing the experiences, challenges, coping mechanisms, and insights of Child

Development Workers (Bayeta & Batingolo,2023). However, there is a notable absence

of studies assessing the specific needs of both Child Development Workers and Child

Development Teachers, particularly in Tagum City. This underscores the need for further

in-depth studies in this area.

Review of Related Literature

In this section, a review of the literature that focuses on the Child Development

Workers' needs is looked into in depth. The literature review mainly focuses on five

topics namely; the subsistence needs of teachers that affect instructions, security needs

of teachers that affect instructions, association needs of teachers that affect instructions,

respect needs of teachers, and self-actualization needs of teachers. This includes facts,

concepts, and previous literature and studies. We chose specific keywords and phrases

based on the study's subject and research goals. Summarizing these articles provides

important insights related to our research effort.

Physiological Needs

Physiological needs are biological requirements for human survival, these needs

includes air, food, drink, shelter, clothing, warmth, sex, sleep. If these needs are not

satisfied the human body cannot function optimally. Maslow considered physiological

needs the most important as all the other needs become secondary until these needs

are met (McLeod,2018). The equivalent of this level of basic need in the context of the

education field includes salary, benefits, and appropriate working conditions (Riley &

Mort, 1981; Fisher & Royster, 2016), as well as tangible equipment and supplies and

technology-related needs (Bailey & Pownell, 1998). In the same breadth, in the career

aspect as a teacher, physiological needs also involve lounges, facilities and other

working bases.

In the realm of early childhood education, meeting teachers’ physiological needs

is crucial.Physiological needs may not be met if there is low pay and an increasing
workload. Teachers may not have enough money to meet the basic needs of food and

shelter. A heavy workload may prevent teachers from getting adequate

rest.(McDonald,2022). A study conducted by Evans & Yuan, (2018) revealed that

teachers who are fatigued, hungry, and overly focused on meeting basic life needs are

unlikely to engage in professional development activities (MoES, 2018, p. 15).

Low salary and lack of benefits are common physiological needs issues faced by

early childhood teachers, often leading to financial stress and job dissatisfaction.In

USA, low wages and the lack of benefits are major factors in how child care worker live

in their everyday lives, make employment decisions regarding staying in or leaving the

field, and what they would like others to know. According to Bureau of Labor Statistics,

U.S. Department of Labor (2020), child care workers earn less income than

Kindergarten teachers, pre-K teachers, non-farm animal caretakers. Similarly, Paschall,

2019 revealed that child care workers are paid low wages or no wages in some cases.

Despite increasing recognition of Early Childhood Educators in USA, they often face low

wages and a lack of benefits (Bustamante & Hirsh-Pasek, 2020; Kwon, 2019).

In addition, In India, preschool teachers expressed dissatisfaction particularly

with the honorarium-based compensation system. The feeling of not being valued by

the state government hinders their motivation and self-esteem. Preschool teacher

explained that working as a preschool teacher in public preschool is not an easy task,

they work very hard yet are underpaid. (Katoch,2022). In the Philippines, Herrera-Dy

(2019) reports that daycare workers in the Philippines receive meager monthly pay,

impacting their motivation. Similarly, in Laak Davao de Oro, Barangay Child

Development Worker experiences stress, pressure, emotional exhaustion, and

workloads with a low salary.

Moreover, preschool teachers have struggled with appropriate working

conditions, which has affected both the quality of education given to young children and

their job satisfaction. Schreyer & Krause (2016) mentioned that childcare workers with

good working conditions would have a higher job satisfaction, higher commitment to

values and less stress at work. However, inadequacy of facilities is a significant

concern for preschool educators in India. Limited classroom space and substandard

infrastructure can hinder the implementation of effective teaching strategies and

impede the overall learning experience for both teachers and students. (Katoch,2022).

In Hong Kong, childcare workers reduces the practitioners’ enthusiasm and

commitment in the job due to unpleasant work conditions.

For young children's learning and development, educational resources are

essential. These resources are useful instruments that promote involvement, pique

curiosity, and create a supportive atmosphere for learning. Nevertheless, in spite of their

importance, early childhood educators frequently face difficulties brought on by a lack of

materials. In the Philippines, insufficient resources, including computers, projectors, and

laboratory materials, hinder the delivery of quality education. This scarcity affects

teachers' ability to conduct interactive and engaging lessons, limiting students' access

to multimedia resources and experimental learning. Additionally, the shortage of

supplies such as textbooks adversely affects students' active participation in the

learning process (De Guzman, 2018). Likewise, daycare facilities and their resources
are insufficient, even basic resources are lacking, and facilities are low because the

facility ratio to the kids does not meet the acceptable minimum limit (Figueroa, 2016).

As a result, many issues and problems are emerging in current daycare centers such as

furniture and fixtures in the daycare centers that cause musculoskeletal disorders

(MSD). Additionally, day care teachers in the Philippines experienced discomfort due to

classroom facilities. Gumasing, (2021) revealed the chalkboard height and table height

are too high for teachers that is why they experience discomfort on their upper arms and

shoulders while seat height is too low for teachers that is why they experience

discomfort in their lower back, mid back and thighs.

Concluding on a positive note, initiatives such as those in Baguio, Philippines,

where the city government collaborates with national and private sectors to establish

child development centers, showcase a collaborative effort to support early childhood

education (See, 2020). Addressing the physiological needs of teachers is essential for

creating an environment that fosters job satisfaction, ensuring effective instruction and

positive outcomes for both educators and students. Once the requirements of the

physiological level are met, the safety level must be met (Binti et al.2021).

Safety Needs

This is the second level of Maslow's Hierarchy of Needs, in which it is the needs

for structure, order, law and limits. It also includes the need for a secure and stable

environment, dependency, protection, freedom from fear, anxiety and chaos

(SMcleod,2018). In the context of education, this refers to teachers' need to feel secure

in having a stable job, personal safety, having enough material things, and being well as
well as having a secure job and enjoying job-related benefits like healthcare, insurance,

and a pension (Evans & Yuan, 2018).

Furthermore, ensuring a safe and supportive school environment requires a

coordinated effort at the school, district, and community levels (Sinthumule, 2017). Just

as learners have the right to learn in a secure environment, teachers also have the right

to teach free from threats and violence, emphasizing the importance of safety for both

educational growth and development (Mubita, 2021).

Many child care workers are not provided access to health insurance or other

health-related benefits through their employers, they must seek access to healthcare in

other ways. The 2018 SC Department of Social Services (DSS) child care workforce

study sample indicated that only about 28% of child care workers were covered by

private health insurance provided from their employer or workplace. (Rao & Chen,

2018). This number is close to the number of the US child care workforce from the

National Survey of Early Care and Education, (2020) study which indicated that 27% of

child care workers were covered by private health insurance provided by their employer

or workplace. Child care providers are usually offered no benefits for their labor (K.-A.

Kwon, 2019; National Survey of Early Care and Education Project Team, 2020a; Otten

et al., 2019; Whitebook et al., 2018), which often necessitates use of public assistance.

Furthermore, even in centers where childcare providers were afforded sick leave,

they reported feeling that they were unable to take advantage of sick leave due to short

staffing (Otten et al., 2019)

 Currently, childcare centers in the United States are ubiquitous. Some are below

the poverty line due to non-living wages. Others lack the education, training, and

development that would allow them to advance in the field (Richter et al., 2017). In

addition, teacher satisfaction plays a crucial role in making educational changes,

encouraging teachers to keep learning, and enhancing the quality of teaching, leading to

overall life satisfaction. Teachers are vital to the development of education and the

progress of the country. They play a crucial part in students' academic achievements

and success. Satisfied teachers contribute significantly to improving society (Essays,

2018; Onlos, 2021).

Additionally, in schools, safety is most important for students and teachers alike.

A safe school fosters an environment where learning can occur without disruptions,

violence, or fear, ensuring that everyone feels secure and valued. This comprehensive

approach to safety not only enhances the learning experience but also mitigates issues

like truancy and dropouts. Adequate facilities further contribute to school safety, making

it an integral component. Moreover, training and educational programs are essential for

teachers to address safety and security concerns within educational institutions

effectively. Safety encompasses physical security and emotional and personal

well-being, establishing a stable and predictable atmosphere conducive to learning and

teaching (Applebury, 2021; Mubita, 2021).

However, the payment of salaries and financial rewards, including school

facilities, and administrative support, also plays a significant role in teachers' job

commitment and retention. Additionally, Bawalla & Adenugba (2021) found that prompt
payment of salaries induces higher commitment to teaching among public secondary

school teachers in Nigeria. Briscoe et al. (2023) highlighted that irregular and late

payment of salaries can diminish teachers' motivation and willingness to work, while

on-time payment can increase commitment to teaching. This emphasizes the

interconnectedness of safety, financial stability, and job commitment among educators,

demonstrating the multifaceted nature of teachers' safety needs. In the same vein, child

care workers that indicated low wages and the lack of benefits are major factors in how

they live their everyday lives, make employment decisions regarding staying in or

leaving the field, and what they would like others to know (Scott, 2021).

Furthermore, safety needs extend beyond physical security, encompassing

personal, emotional, and financial security, health, employment, and access to

resources, as highlighted by Farimani et al. (2020). The institutional landscape for Early

Childhood Care and Development (ECCD) in the Philippines, as described by Tongson

et al. (2023), is many-sided and complicated, emphasizing the importance of providing

nurturing care and accessible services. This underlines the need for safety and security

at all levels of education to support children's well-being and development.

In synthesis, Maslow's Theory of the hierarchy of needs forms the foundation for

understanding the safety needs of teachers. These needs encompass various

dimensions, including physical and emotional security, adequate facilities, and training

programs. Safety in educational settings is crucial for fostering a positive and stable

learning environment. Additionally, collaboration between families and teachers and the

promotion of social-emotional learning are vital components of creating a safe and

conducive educational atmosphere.

Love and Belonging Needs

The third level of human needs is social and involves feelings of belongingness.

The need for interpersonal relationships motivates behavior. (SMcleod,2018). Love and

belonging may consist of a need for affection and relationships, but love is not

considered sex. Love must be given and received for gratification (Maslow, 1943, 1954).

For teachers, love and belonging would look like participating in collaborative

grade-level, content-based teams or committees in an educational setting. Teachers

may have a positive relationship with their students, colleagues, and administrators. In

the same vein, love can be understood as a sense of belonging to a team or group of

fellow teachers, depending on the school's curriculum structure. (Fisher &

Royster,2016).

One factor widely acknowledged to facilitate school and classroom improvement

is a strong collaborative culture among teachers. As such, teachers are expected to

work in teacher teams, to collaborate closely with colleagues, to construct classroom

practices, and thus to strengthen trust relationships within the team (Richter & Pant,

2016). Teachers unions and associations are important participants in governance not

only because they have formal collective bargaining rights in many states but also

simply because most teachers belong to them.

In the USA, the National Staff Development Council has introduced teacher

collaboration and sustaining trust relationships within schools as main standards for

quality staff development in US American schools. It was also revealed that seventy

(70) percent of America’s teachers report that they are affiliated with an employee union
or association (Dahill-Brown,2023). Morettini et al. (2020) explained that teachers build

resiliency when accepted. When teachers do not form positive working relationships or

receive a lack of support from administrators, teachers are inclined to leave the

profession or job, contributing to teacher attrition.

Furthermore, In China, the teaching study group system and the lesson

observation and evaluation system function similarly to a training system.Under the

Teaching Study Group system, each teacher is assigned to a teaching study

group.These groups are organized by subject and grade level, so all teachers who

teach the same subject in the same grade are members of the same teaching study

group.

To cooperate, exchange resources, and keep current on early childhood

education, preschool teachers frequently organize themselves into professional

associations or groups. The National Association for the Education of Young Children

(NAEYC) is one prominent organization. "All children have the right to equitable learning

opportunities that enable them to achieve their full potential as engaged learners and

valued members of society," according to the National Association for the Education of

Young Children (NAEYC), one of the leading professional associations for early

childhood in the United States (NAEYC, 2019, p. 5).

In Finland, Leading early childhood centers as professional bureaucracies and

social organizational structures in Finnish early childhood education is another

association that teachers and professionals have formed. This article describes the

social organizational structure of one early childhood education (ECE) center in Finland
as well as the connections between it and the members' duties and responsibilities

(Roponen et al., 2023).

Moreover, the experiences of Finnish Early Childhood Education Professionals

(Ecep) With Systems Intelligent Teamwork And Occupational Well-being. Burnout, Work

Engagement, And Fundamental Psychological Job Satisfaction Were Used To Gauge

Occupational Well-being. Eceps Felt related to others in the workplace, competent, and

highly engaged at work. The perception of Socioemotional Systems at work and

work-related well-being were both enhanced by extensive work experience. The ECE

teachers felt less highly competent in identifying systemic interaction patterns, but they

had the lowest burnout, the highest work engagement, and the satisfaction of basic

psychological needs. Conversely, the Social Educators in ECE felt most proficient in

systems intelligence behavior. The ECE Daycare providers appreciated the systems

intelligence team's assistance (Kumpulainen, K. R.,et al, 2023).

In the Philippines, Day Care Workers have the right to freely form, join, or assist

organizations or unions in order to defend and protect their mutual interests and to

obtain redress of their grievances. Proclamation No. 404 series of 2003 declared June 7

to 11, 2003, and every year thereafter, as National Day Care Workers’ Week where

local government day care workers organized themselves into the National Federation

of Day Care Workers’ of the Philippines, Inc. for their personal development, career

growth and professional advancement.

It is generally accepted that supportive working conditions improve teacher efficacy

and student achievement and less supportive conditions lead to teacher attrition that
undermines efforts to provide high-quality teaching to all learners. In South Africa,

teachers in rural schools need relationships and opportunities for growth to consider

returning to the job (Opoku et al.,2020). Teachers in rural schools continue to

experience difficult working conditions and due to their loyalty to their schools, they do

not relocate to other schools. Dilapidated infrastructure, a lack of chalkboards,

insufficient textbooks, among others, hamper teacher’s working conditions and

constrain their teaching. Teachers in South Africa indicated that principals played a

fundamental role in supporting and inspiring teachers who work under challenging

conditions. (Nkambule,2022)

The need to belong is a fundamental human experience (Hirsch & Clark, 2018).

Maslow's (1943) hierarchy of needs explains that when conditions of love and belonging

are met, one feels motivated. The person moves to the next level of the hierarchy of

needs. It is quite likely possible that when teachers are provided with guidance when

needed, they would feel more committed to being absorbed in work, and by extension,

would feel like they belong and are satisfied. In fact, satisfied teachers are invaluable

assets in any effective educational system (Rezaee, Khoshsima, Zare-Bahtash &

Sarani, 2018). At the workplace, group membership provides an avenue to nurture

social identity through shared activities and mutual care (Hirsch & Clark, 2018).

Consequently, a psychological safe environment is created that caters to employees’

need to belong. In such an environment there is a better chance of improved

performance and, perhaps, even innovation. Particularly in schools, where teachers

often work as a community, it would be very helpful to maintain an environment that

nurtures a sense of belonging.

Esteem Needs of Teachers

Maslow classified esteem needs into two categories: (i) esteem for oneself e.g.

dignity, achievement, mastery, independence and (ii) the desire for reputation or respect

from others e.g., status, prestige (SMcleod,2018). In the perspective of teachers,

esteem needs consist of two elements: the need to feel competent, strong, and

successful, and the need for recognition, appreciation, and a positive reputation

(Maslow, 1943 in Adams et al., 2015). In addition, teachers needs recognition of their

job from peers, supervisors, student parents and the society.(Yuan & Evan,2018).

Esteem means having respect for self and feeling respected by others. Teachers

often leave the profession due to a lack of respect. A lack of respect is identified as a

factor that causes teacher attrition or teacher turnover. A lack of respect may come from

administrators, parents, students, or policymakers. Only when all these needs are met

will a person feel motivated to achieve self-actualization. (McDonald,2022)

A study conducted by Fauziah 2021 revealed that the teaching profession was

affected by both intrinsic and extrinsic factors. Intrinsic motivation includes appreciation,

praise, recognition, self-respect, responsibility, autonomy and a sense of

accomplishment and opportunities for advancement. While extrinsic motivation include

rewards such as increased pay, praise, or promotion, and punishments, such as

disciplinary action, with holding pay or criticism. Furthermore, the study revealed that in

some developing countries including Cameroon, Kenya and Fiji teaching profession was

affected by how the society considers teachers whereby they are perceived as a

disadvantaged population who cannot fully take part in the social and economic
activities due to the fact that their salary is very low compared to other public servants.

This low salary and loss of respect for teachers by the society lead to job dissatisfaction

and made the teaching profession a transitional job before waiting to move to another

professional field.

Fisher and Royster's study (2016) emphasizes that teachers' esteem needs are

of utmost importance in the education profession, aligning closely with the foundational

principles of educational systems. The core objective of education systems is to

recognize societal needs and provide tailored instruction, and teachers play a crucial

role in this process. To effectively guide individuals and adapt educational approaches,

teachers require subject knowledge and the right attitude, as attitudes significantly

influence actions.

Furthermore, teachers' attitudes toward their profession are profoundly

influenced by their experiences and education. Many teachers view their role as a

means to contribute to societal improvement, considering teaching as a way to foster

social progress. This commitment to their profession is a fundamental aspect, as

highlighted by Maheshwari (2019). Additionally, the ethical dimensions of teaching

underscore the pivotal role of attitudes within the profession. Teachers bear ethical

responsibilities at all levels of their work, and their attitudes are intricately linked to

teaching excellence.

As attitudes are shaped by various life stages and environmental factors,

including job satisfaction, the status of the teaching profession, and the immediate

surroundings, they play a pivotal role in determining an individual's behavior (Sang,

2018; Hussain et al., 2020). Teachers' attitudes are often discerned through their

adherence to general professional ethics, reflecting both positive and negative aspects

(Gupta & Gupta, 2020). Given the close interaction between teachers and students in

the school environment, the impact of teachers' attitudes on students' learning

experiences cannot be overstated.

In synthesis, Fisher & Royster's (2016) study underscores the critical importance

of respect within the teaching profession, aligning smoothly with the esteem needs in

Maslow's Hierarchy. Teachers' attitudes, shaped by their experiences and ethical

responsibilities, are crucial for effective education, societal progress, and the quality of

students' learning experiences. The esteem needs of teachers, as illuminated by these

scholars, underscore the significance of recognition and respect within the teaching

profession, which, in turn, forms an integral part of Maslow's framework for

understanding the needs of educators.

Self-Actualization Needs

Self-actualization implies the attainment of the basic needs of physiological,

safety/security, love/belongingness, and self-esteem. It is realizing personal potential,

self-fulfillment, seeking personal growth, and peak experiences. A desire “to become

everything one is capable of becoming” (McLeod,2018). Self-actualization is associated

with reaching the full professional potential.

In education, teachers experience self-actualization when the hierarchy of needs

is satisfied at the first four levels. Self-actualization may look like teachers growing

professionally by attending or offering professional learning opportunities, seeking

additional certifications, or obtaining other degrees. In addition, teachers may move

towards a teacher leadership role. When teachers want to be great teachers, they need

to be self-motivated but at the same time receive support from the system that hires

them (Yuan & Evan,2018)

Abraham Maslow's theory of the hierarchy of human needs serves as the

foundation for understanding self-actualization needs in teachers. This theory illustrates

a structured view of human motivation and growth through a pyramid of needs, with

basic physiological and safety requirements forming the base. As individuals progress,

they seek social belonging and self-esteem. At the pinnacle of this pyramid lies

self-actualization, representing the highest level of psychological development

attainable when fundamental needs are met, allowing individuals to fully harness their

potential. Self-actualization involves realizing one's unique abilities, nurturing creativity,

and achieving personal fulfillment, marking a significant milestone in human

development. This concept underscores the importance of fulfilling basic needs as a

platform for unlocking innate capabilities (Sofian, et al., 2019).

Moreover, self-actualization stands as the ultimate fulfillment of an individual's

needs, as described by Perera (2022). Additionally, Johnson (2017) defines it as a state

where individuals can embrace and express their inner selves while tapping into their

inherent capacities and potentialities. Four specific tasks are related to

self-actualization: discovering and understanding oneself, expressing one's inner core,

identifying and acting on passions, and discovering and utilizing strengths or talents to

solve problems.
 In the context of education, self-actualization needs are intricately tied to the

partnership between educators and learners, as highlighted by Sofian et al. (2019).

Education operates as a coherent system where all components are interdependent,

with teachers and students working together to achieve educational objectives. When

any part of this system is compromised, the effectiveness of education diminishes. This

underscores the vital and unified effort between educators and learners, with both

parties playing essential roles in the pursuit of knowledge and academic progress.

In the Philippines, studies focusing on the self-actualization needs of Day Care

Workers (DCW) shed light on the importance of this concept in the realm of education.

According to Cadosales et al. (2020) the positive impact of mentoring programs on

barangay daycare workers, resulting in improved instructional services. These programs

aim to establish an excellent training ground for daycare workers, enhancing their

teaching abilities and ultimately benefiting children's education.

In summary, Abraham Maslow's hierarchy of needs theory serves as a

foundational framework for understanding self-actualization needs in teachers.

Self-actualization represents the pinnacle of human development, encompassing the

realization of unique abilities, creativity, and personal fulfillment. This concept is integral

to the partnership between educators and learners in the pursuit of knowledge and

academic progress. Studies, such as those focusing on Day Care Workers in the

Philippines, demonstrate the practical significance of self-actualization in education,

where mentoring programs enhance teaching abilities and contribute to children's

educational development.
Theoretical Framework

The study was anchored on the theory of Maslow’s Hierarchy of Needs. Maslow’s

hierarchy of needs was a psychological theory of motivation that included a five-tier

model of human needs that was frequently represented as levels within a pyramid.

According to Maslow, this hierarchy ranges from basic to complex needs, as follows; (1)

physiological needs are biological requirements for human survival, e.g. air, food, drink,

shelter, clothing, warmth, sex, sleep. (2) safety needs includes protection from

elements, security, order, law, stability, freedom from fear. (3) love and belonging needs

covers social and involves feelings of belongingness e.g. friendship, intimacy, trust, and

acceptance, receiving and giving affection and love, affiliating, being part of a group

such as family, friends, work.(4) esteem need was classified into two categories: (i)

esteem for oneself such as dignity, achievement, mastery, independence and (ii) the

desire for reputation or respect from others e.g., status, prestige), and self-actualization

needs is realizing personal potential, self fulfillment, seeking personal growth and peak

experiences. Maslow suggested that needs lower down in the hierarchy had to be

satisfied before individuals could attend to higher needs (S McLeod, 2018).

This hierarchy of human needs could be and had been applied to many

audiences since its initial inception (Maslow, 1943). Those applications range from

non-education fields such as religion (Anburaj Balraj, 2017), farming (Cheng & Qi,

2015), and financial planning (Lee & Hanna, 2015) to education research studying

student retention in higher education (Brookman, 1989), teacher’s needs (Weller, 1982),

and more specifically, the needs of mathematics teachers (Fisher & Royster, 2016).
 From the perspective of scholars in the field of education the equivalent of these

needs in the context of education are as follows; physiological level includes salary,

benefits, and appropriate working conditions (Khan,2011) as well as tangible equipment

and supplies and technology related needs (Bailey and Pownell, 1998). Safety needs

involve a sense of security and protection from physical and emotional harm, freedom

from threat and the need for self-preservation, this level also includes teachers' needs to

feel secure in having a stable job (Khan,2011). Belongingness needs involve the desire

for acceptance, affection, and friendship, as well as the ability to exist in harmony with

others. Esteem needs consist of two elements: the need to feel competent, strong, and

successful, and the need for recognition, appreciation, and a positive reputation

(Maslow, 1943 in Adams et al., 2015); and Self-actualization needs include the

realization of one’s goals (Shaughnessy et al., 2018), and are gratified when individuals

reach their potential.

Conceptual Framework

Figure 1
 The above conceptual framework (Figure 1) illustrates the expected relationship

between the Hierarchy of Needs and the quality of instruction. This framework has been

constructed through a comprehensive review of pertinent literature gathered for this

research endeavor.

Research Questions

This sequential-explanatory study aimed to assess the Day Care Centers and

Development workers’ needs. Therefore, the study sought to answer the following

questions:

1. What are the pressing needs of Child Development Center in Tagum

City in terms of:

1.1 Physiological;

1.2 Safety;

1.3 Love and Belonging;

1.4 Esteem;

1.5 Self-Actualization

2. How do these needs contribute to the challenges faced by Child

Development Teachers/Workers in managing a Child Development

Centers?
 CHAPTER IV

Results and Discussion

This section presents the analysis and interpretation of both quantitative and

qualitative data gathered from the descriptive survey and focus group discussion. The

following tables contain the responses of Child Development Teachers on the specific

areas of needs in the five dimensions.

Table 1 shows the level of needs of the Child Development Teachers in terms of

physiological which had a category mean of 4.77 and a standard deviation of .39. The

results show that physiological needs are of very high much needed.

It can be gleaned from the table that salary and PhilHealth benefits are of very

high much needed which had a category mean of 4.90. This is closely followed by the

cost of living allowance, free legal assistance, and adequate facilities. Conversely,

workload garnered the lowest mean score, suggesting it may be perceived as

comparatively less critical among the surveyed factors.

The results are strengthened by the Early Childhood Workforce, (2019) who

stated that barangay child development workers are paid too little to cover basic needs.

It was also noted that barangay child development are not fully satisfied on their job

particularly along their benefits, work environment, facilities, learning materials, and

support (Deladia & Janer, 2021). It was also supported by Rudich et al., (2021) that

Early Care and Education (ECE) workers have lower incomes on average and often

lack access to benefits commonly received by teachers in the K-12 system and

post-secondary schools. Lastly, Bayeta & Batinggolo (2023) revealed that barangay
child development workers don't earn enough to cover their daily expenses. They often

struggle financially and have to use their own money for daycare needs. Furthermore,

they experienced delays in getting financial help from the barangay.

Table 1

Level of Barangay Child Development Teachers’ Needs In Terms of Physiological

Item Mean Std. Descriptive

Deviation Equivalent

salary that allows me to afford a 4.90 .30 Very High

decent standard of living for myself
and my family.

salary that is commensurate with 4.68 .54 Very High

my experience, qualifications, and
responsibilities, similar to workers
in other occupations requiring
comparable skills.

Philhealth coverage to avail 4.90 .30 Very High

personal health services.

membership in Social Security 4.84 .45 Very High

System to receive retirement,
disability, funeral, and other
benefits.

cost-of-living allowance that 4.77 .56 Very High

automatically adjusts with the
rising cost of living to maintain my
purchasing power.

hazard allowance to compensate 4.68 .65 Very High

for the risks and dangers
associated with working in
strife-torn areas or areas under a
state of calamity.

overtime pay for any work required 4.45 .85 Very High
beyond the normal eight (8) hours
a day, in accordance with existing
laws and prevailing practices

retirement benefits upon reaching 4.84 .37 Very High

the age and fulfilling service
requirements under existing laws.
access to free legal assistance in 4.77 .56 Very High
case of political-motivated or work
related harassment to protect my
rights.

workload that allows me to 4.19 .94 Very High

adequately prepare for classes,
grade assignments, and meet with
students.

appropriate working conditions that 4.71 .64 Very High

foster a conducive and positive
environment for teaching and
learning.

access to up-to-date technology, 4.81 .54 Very High

such as computers, projectors, and
software, to support my teaching.

access to tangible equipment and 4.87 .34 Very High

supplies to enhance the quality of
my teaching.

access to clean and 4.65 .60 Very High

well-maintained restrooms.

adequate facilities, including 4.77 .49 Very High

lounges and working bases, to
fulfill my physiological needs
during the workday.

Category Mean 4.72 .39 Very High

 Table 2 shows the level of needs of the Child Development Teachers in terms of

safety which had a category mean of 4.76 and a standard deviation of .38. The results

show that Child Development Teachers safety needs are highly needed.

The majority of the surveyed teachers expressed a high degree of need for job

security, with a mean score of 4.94. Additionally, they emphasized the importance of

ensuring good health, order and schedule, and the removal of threats of danger. This

entails providing classroom safety equipment and resources, offering adequate training

on handling children with special needs, maintaining a school environment free from

physical hazards, and securing the commitment of school administration to teacher

safety. Access to counseling services and a strong sense of support from school

administration during challenging situations were also highlighted. These findings

highlight the importance of prioritizing safety and support measures to create conducive

and secure educational environments for teachers.

In addition, it also corresponds to the data from the Department of Social Welfare

and Development (DSWD), which revealed that despite the dedication and hard work of

CDWs, most of them lack job security. Only 11 per cent of CDWs nationwide hold

permanent positions.
Table 2

Level of Barangay Child Development Teachers’ Needs In Terms of Safety

ITEM Mean Std. Descriptive

Deviation Equivalent

classroom safety equipment and 4.90 .39 Very High

resources to ensure physical well
- being such as fire extinguishers,
first, emergency bell, first -aid kit,
CCTV , etc.

adequate training on how to 4.84 .52 Very High

handle children with special
needs.

school environment that is free 4.81 .47 Very High

from physical hazards.

school administration that is 4.81 .47 Very High

committed to ensuring the safety
of their teachers.

access to counseling or other 4.29 1.00 Very High

mental health resources to help
me cope with stress and anxiety.

strong sense of support from my 4.81 .54 Very High

school administration in the event
of a challenging situation such as
political -motivated or work
-related harassment or
foreseeable but unavoidable
danger.

stable career path that leads to a 4.94 .25 Very High

permanent position, such as a
permanent teaching position .

Category Mean 4.76 .38 Very High

 Table 3 shows the level of needs of the Child Development Teachers in terms of

love and belonging which had a category mean of 4.66935 and a standard deviation of

.552973. The results show that CDT's love and belonging needs are of highly needed.

It has been revealed from the table below that in terms of different collaborative

opportunities such as collaboration with colleagues on content-based teams about

practices and strategies are of highly needed which had a category mean of 4.81. It was

also followed with the sense of appreciation and recognition from all stakeholders, and a

supportive and collaborative environment. On the other hand, engaging in informal

social interactions with my colleagues outside school settings such as team building

activities or any recreational activities garnered the lowest mean score but is still highly

needed by Child Development Teachers.

The result is strengthened by …

Table 3

Level of Barangay Child Development Teachers’ Needs In Terms of Love and

Belonging

Mean Std. Deviation Descriptive

Equivalent

Opportunities to collaborate 4.81 .40 Very High

with colleagues on
content-based teams or
committees about teaching
practices and strategies.

Sense of appreciation and 4.68 .65 Very High

recognition from all
stakeholders, including
students, parents, colleagues,
and administrators, for my
contributions to the
educational community.

Supportive and collaborative 4.55 .76 Very High

environment where I can
connect with fellow educators,
exchange ideas, and learn
from their experiences.

Opportunities to engage in 4.65 .70 Very High

informal social interactions
with my colleagues outside of
the school setting, such as
team building activities and/or
recreational activities.

Category Mean 4.67 .55 Very High

 Table 4 shows the level of needs of the Child Development Teachers in terms of

esteem which had a category mean of 4.74194 and a standard deviation of .423300.

The results show that CDTs esteem needs are highly needed.

The table, which had a category mean of 4.90, indicates that the school

community that values the role of child development teachers is very high and greatly

needed. Opportunities for teaching development closely follow this. On the other hand,

the mean score for job recognition was the lowest yet Child Development Teachers

continue to need it significantly.

The results are strengthened by …

Table 4

Level of Barangay Child Development Teachers’ Needs In Terms of Esteem

ITEM Mean Std. Deviation Descriptive

Equivalent

opportunities for 4.81 .543 Very High

professional
development to
enhance my
teaching skills and
remain at the
forefront of
pedagogical
practices.

school community 4.74 .682 Very High

that promotes
respect and mutual
appreciation
among all school
community
members.

school community 4.90 .301 Very High

that values my
contributions as a
Child
Development
Teacher.

feedback from my 4.68 .599 Very High

students,
colleagues, and
administrators
about my teaching
profession.

recognition of my 4.58 .765 Very High

job and
contributions from
society at large

Overall Mean 4.74194 .423300

 Table 5 shows the level of needs of the Child Development Teachers in terms of

self-actualization which had a category mean of 4.67 and a standard deviation of .37.

The results show that Child Development Teachers self-actualization needs are highly

needed.

Based on the results, it is evident that Child Development Teachers prioritize

self-actualization through access to high-quality professional development opportunities.

Among these, they showed the highest degree of need for financial support for

continuing education and professional development opportunities with a category mean

score of 4.90. Additionally, teachers expressed a strong need for support in pursuing

additional certifications, attending professional development conferences and

workshops, and receiving financial assistance for continuing education opportunities.

They also highlighted the importance of mentorship, leadership training, and

opportunities to mentor and coach other teachers.

The result supported was supported by…

Table 5

Level of Barangay Child Development Teachers’ Needs In Terms of

Self-Actualization

Mean Std. Deviation Descriptive

Equivalent

child development 4.90 .30 Very High

developmentally appropriate 4.81 .47 Very High

practices

classroom management 4.68 .65 Very High

health, nutrition and safety 4.81 .40 Very High

differentiated instruction 4.55 .72 Very High

inclusive education 4.68 .59 Very High

play-based education 4.74 .51 Very High

educational technology 4.81 .40 Very High

designing and scheduling proper 4.52 .72 Very High

lesson plan

art, music and movement 4.45 .72 Very High

science education 4.35 .75 Very High

numeracy development 4.39 .71 Very High

teaching literacy skills (reading, 4.55 .56 Very High

speaking, listening, and writing)

assessment and evaluation 4.71 .58 Very High

instructional materials development 4.74 .57 Very High

project-based learning 4.71 .58 Very High

lesson planning for emergent 4.58 .72 Very High

listening skills development

teaching emergent writing/spelling: 4.48 .72 Very High

Handwriting without tears.

teaching sign language for young 4.52 .72 Very High

learners: Makaton Approach and
other approaches to sign languages.

the three As: The master tools for 4.68 .54 Very High
Quality Care and Education

establishing a positive and creative 4.81 .40 Very High

learning environment and guidance
as teachers/caregivers

financial literacy 4.77 .49 Very High

21st century teaching strategies 4.74 .57 Very High

opportunities to pursue additional 4.87 .34 Very High

certifications or degrees to elevate
my skills and expertise as an
educator

time and resources to attend 4.58 .62 Very High

professional development
conferences and workshops

financial support for continuing 4.90 .30 Very High

education and professional
development opportunities

mentorship from experienced 4.68 .47 Very High

mentors who can provide me with
the knowledge and skills necessary
to create inclusive and supportive
learning environment for all children

training and support to develop my 4.90 .30 Very High

leadership skills

opportunities to mentor and coach 4.68 .54 Very High

other teachers

Category Mean 4.68 .37 Very High

 Table ____ presents the summary of the needs of Barangay Child Development

Teachers, focusing on physiological, safety, love and belonging, esteem, and

self-actualization needs. The results revealed a highly level of need across all areas

assessed with an overall mean score of 4.71 and a standard deviation of 0.37.

The results corresponds to the findings in Sorsogon City as revealed by Deladia

& Janer (2021). Child Development Teachers faced several challenges particularly

along their benefits, work environment, facilities, learning materials, support and

professional development . Additionally, Tongson et. al., (2023) findings revealed that

childcare workers who do not have security of tenure and are considered under the no

employee-employer relationship scheme cannot officially join unions. This means they

cannot participate in collective negotiation agreements (CNA) and collective bargaining

agreements (CBA) with their employers.

Furthermore, data from UNICEF and the Early Childhood Care and Development

(ECCD) Council, revealed that many child development workers lack the necessary

skills to provide high-quality early childhood education (ECE). Only 48% of the were

college graduates, and just over 50% had attended fewer than two trainings.
Table 6

Summary of the Needs of the Barangay Child Development Teachers

Indicators Mean Std. Deviation Description

Physiological 4.72255 .395995 Very High

Safety 4.76952 .389797 Very High

Love and Belonging 4.66935 .552973 Very High

Esteem 4.74194 .423300 Very High

Self-Actualization 4.67523 .370505 Very High

Overall Mean 4.71571 .372311 Very High