Finale Chapter 1 3 With Appendix

LYCEUM OF THE PHILIPPINES UNIVERSITY CAVITE
UNJUST WORKLOAD WITH INADEQUATE WAGES OF

PRIVATE SCHOOL TEACHERS: A PHENOMENOLOGICAL STUDY
An Undergraduate Thesis
Submitted to the Faculty of the
College of Arts and Sciences
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
October 2023
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
Research Objectives…………………………………………...……………….. 11
Research
Questions………………………………………………………………
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…………………………………………….
IV. Effects of
Underpayment……………………………………………..
V. Listof 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, research objectives, the significance of
the study, and scope and delimitation of the study.
"The task of the modern educator is not to cut down jungles, but to irrigate
deserts".--- C. S. Lewis. This study examined the workload with inadequate wage of
teacher that must be adaptable and compliant according to professional education since In
addition to being restricted to the classroom or school grounds, their responsibilities also
include some community service work. The various meetings, seminars, conferences,
administrative or school paperwork, community extension programs, and sporting events
are a few instances where instructors are required to attend and participate. These
obligations are in line with the solemn vow or oath they made to the state before they
were given any duties.

The issues in unjust workload and under appreciation of private school teachers
are increasing, their nonteaching roles are becoming significantly more extensive, and
teachers are being asked to take on responsibilities for which they are not sufficiently
trained with inadequate wages. On the one hand, the workload that is done in schools
remains highly politicized with respect on what prize shall it cost to measured. For
instance, some reports, teachers felt they had been "spending more time, engaging more
students, and having increased professional, pastoral, and administrative duties" over the
previous years. Teachers believe they are working harder and doing more complicated
work than they once did. These trends are evident in countries all over the world,
including the Philippines, which does not differ in these areas.
Teachers are overworked and stressed due to this hidden work that exists and a
real fact experience (Dibbon, 2004). For the past four decades, the issue of teacher
burnout has attracted the attention of researchers across the globe. Kim et al. (2017), for
instance, found that burnout among young teachers was widespread and needed new and
insightful findings. Workload for teachers is still rising in spite of complaints and
resignations from other teachers. About one in every ten teachers quit their jobs before
they reach retirement age or by those who have rendered at least 15 years of service and
must be at least 60 years of age upon retirement. The design of the link between what
teachers receive from their jobs in terms of wages, employment status, and working
circumstances determines how satisfied teachers are with their jobs (Bota, 2013). In
simple terms, job fulfillment is a favorable psychological state brought on by things

related to work for educator. These factors mostly resulted from different administrative
policies at schools, Consequently, while designing institutions to support the realization
of teacher job satisfaction, policy makers must adhere to professional ethics and values,
possess an adequate body of knowledge about various facets of school organization, and
be focused on improving processes and results (Bratianu, 2015). Positive educational
transformation will be required to prevent the premature loss of qualified teachers. The
statement by the president of the Manila Public School Teachers Association (MPSTA),
Louie Zabala, highlights the challenges faced by teachers in terms of workload and
remuneration. Many teachers often find themselves overworked, balancing numerous
responsibilities inside and outside the classroom, while being underpaid for their efforts.
This situation can lead to frustration and demotivation among educators, affecting the
quality of education they provide
According to the Catholic Educational Association of the Philippines, the Salary
Standardization Law (SSL) still falls short of providing teachers with sufficient
compensation. The monthly salary of Teacher I in public schools at P25,439 is deemed
inadequate, considering the demanding nature of their job and the cost of living.
Furthermore, teachers in private schools outside Metro Manila receive even lower
monthly incomes, ranging from P6,000 to P10,000. This income disparity between public
and private school teachers further exacerbates the issue of inequality and financial
insecurity in the teaching profession. The low wages and lack of financial incentives have
pushed some teachers to seek better opportunities abroad, such as in Thailand, where they

can earn significantly higher salaries ranging from P50,000 to P70,000 per month. This
brain-drain of qualified teachers leaving the country not only deprives the local education
system of experienced professionals but also highlights the need for more competitive
compensation and support for teachers within the Philippines. “Teachers in private
[schools] are underpaid,” said Quetua, ACT said there are private school teachers who
receive a monthly pay of P6,000.Sep 15, 2022. Over the years, numerous factors have
significantly influenced this phenomenon, including higher standards of accountability,
the adoption of new technology, the absolute retention rate, inclusive education, a
declining level of support for teachers among education stakeholders, particularly the
policy maker, and curriculum that is outcomes-based.
To address these challenges, it is crucial for the government and relevant
stakeholders to recognize the vital role of teachers and take concrete steps to improve
their working conditions. This includes implementing fair salary structures that
adequately reflect the value of their contributions, reducing excessive workloads,
providing professional development opportunities, and ensuring access to necessary
resources and support. By investing in the teaching profession and prioritizing the well-
being and professional growth of educators, societies can foster a more conducive
environment for learning and development. Private school teachers had limited rights and
privileges when it comes to teaching loads. There are several cases wherein they teach
the subject that is far from their educational background especially in Senior High School
and they also exceed from six hours to actual classroom teaching. Furthermore, no law

would regulate their salary hence they need to endure a low salary. The stated cases are
some of the factors that may push private school teachers’ resilience to its limit, and it
may cause a poor teaching performance that may lead to the incompetent learner (Banal
& Ortega-Dela Cruz: Banal CL & Ortega-Dela Cruz RA, 2022).
The high demand for English teachers in foreign countries is indeed a significant
factor that drives many teachers to seek opportunities abroad. English has become a
global language, and the need for English language instruction is growing in various parts
of the world. This demand creates job opportunities for English teachers in countries
where English is not the native language. Teachers who possess strong English language
skills and qualifications find themselves in high demand in countries where English is
taught as a second or foreign language. These countries often offer attractive salary
packages, benefits, and opportunities for professional growth, which can be more
appealing compared to the conditions they experience in their home country.
Additionally, working as an English teacher abroad provides teachers with the chance to
experience new cultures, broaden their horizons, and gain international teaching
experience. It can be a valuable and enriching experience both personally and
professionally. The Philippines' educational system is still in constant change for
betterment compared to other established educational systems all over the world.
As a third-class nation, the Philippines cannot provide comparable pay to its teachers.
As a result, Filipino teachers consider working abroad due to economic reasons.

Moreover, teaching in foreign schools has become an option for both experienced and
young teachers (Slethaug, 2007).
It is important to note that while the demand for English teachers abroad may be a
driving factor for some teachers to seek opportunities overseas, it is often influenced by
the perceived lack of opportunities or inadequate compensation in their home country.
Improving the conditions and support for teachers within their own countries can help
mitigate the need for teachers to seek employment abroad solely due to financial or
professional reasons.
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 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). Fromthe 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
workloadson 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 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 testpreparation 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 underappreciation that teachers experience. The mediating factors
affect teachers’ motivation and overwork.
RESEARCH OBJECTIVES
This study aims to determine the workload performance and satisfaction in salary
of Highschool English Teachers in Private SchoolinTrece Martires, Cavite. Specifically,
the study aims to answer the following research statements.
1. Identify the factors contributing to teacher’s workload and salary and their effect
to the performance.
2. Recognize the effect of both the workload and salary to identify whether the areas
of teaching in the selected schools are unjust or just.

3. Propose improvement on the interventions implemented to address the problem
and present situation of teachers.
SIGNIFICANCE OF THE STUDY
This study provided a clear picture of how unjust workload intensification and
inadequate wages are affecting performance and personal well-being of the private high
school teachers in the Philippines and what school leaders can do to balance the workload
with decent compensation. The study focused upon exploring the diverse roles that these
teachers must assume each day, what their experiences of workload intensification have
been, and what actions, if any, must be taken to improve the working lives of teachers in
our nation. As C. S. Lewis has stated "The task of the modern educator is not to cut down
jungles, but to irrigate deserts".
All stakeholder associated with public and private high school education, including the
teachers Association, provincial superintendents, district supervisors, school
administrators, classroom educators, and the general public, should pay close attention to
the study's findings. especially the policy-makers at the Department of Education. With
regard to the consequences of teacher workload and inadequate wages on performance
and personal wellbeing, this study aimed to provide worthwhile information to this study.
This inquiry was disseminated to various education stakeholders in an effort to persuade
policymakers to implement changes that will enhance both private school teachers'
working conditions and, ultimately student accomplishment across the nation. It is crucial
that the Department of Education understands and acknowledges the link between the

effectiveness of teacher performance and student accomplishment in order to raise
student achievement.
Future researchers: anyone in the academic community desire to do comparable
studies, they can use the paper's findings as a guide. According to a number of studies,
private school teachers are more likely to lose their career during the Global Financial
Crisis than their counterparts in public schools. This seems to be the situation in many
low- and middle-income areas across the country. This inspires the researcher to look into
and analyze the issues private school instructors in the Philippines are facing as a result
of the country's economic situation. The researcher specifically discussed their driving
forces for teaching in the private school and their excruciating difficulties. Professional
education requisitely describes teachers to be flexible and acquiescent since their duties
are not only constricted within the classroom or school premises, but they are also
expected to perform some outside classroom duties in the community. These
responsibilities conform to their oath or solemn promise before the state which assigns
them to undertake any form of onuses. These assume that, as a teacher, you must do your
best to carry the tasks assigned and given to you by the higher authorities and other
sources. Teaching the learners with the necessary knowledge and competencies for life’s
survival and understanding of the world is one of the common views of the general public
concerning the duties of teachers in society.

Rigorous Methodology: The research study can employ a systematic and rigorous
methodology, such as surveys, interviews, or data analysis, to gather empirical evidence
and ensure the reliability of the findings. This provides a more objective and
comprehensive understanding of the issues faced by teachers.
In-depth Analysis: The research study can delve deeper into the specific aspects of
workload, income, and motivation faced by teachers in the Philippines. It can explore the
root causes, consequences, and potential solutions to these problems, offering a more
detailed and nuanced understanding of the issues.
Academic Credibility: Research studies undergo a peer-review process, where experts
in the field assess the quality and validity of the research. This adds academic credibility
and ensures that the study's outcomes are based on sound research principles.
Generalizability: Research studies aim to generate findings that can be generalized to a
broader population or context. By using appropriate sampling techniques and data
analysis methods, the study's outcomes can provide insights that are relevant not just to
individual teachers but also to policymakers, education administrators, and other
stakeholders.
Policy Recommendations: The research study can go beyond presenting the problems
faced by teachers and provide concrete policy recommendations to address the issues.
These recommendations can be based on the study's findings and can be tailored to the

specific needs and concerns of the beneficiaries, such as teachers' associations,
government agencies, or education institutions.
Long-term Impact: Research studies have the potential to create a lasting impact on the
education system by influencing policy decisions, institutional practices, and resource
allocation. The study's outcomes can contribute to the formulation of evidence-based
strategies to improve the workload, income, and motivation of teachers, ultimately
benefiting teachers and the education system as a whole.
By conducting a rigorous research study with a focus on addressing the specific concerns
of teachers, the study's outcomes can provide relevant and actionable insights that go
beyond the surface-level information available in podcasts, videos, and news articles.
SCOPE AND DELIMITATIONS
This study covers high school English Teachers in Trece Martires, Cavite. The
study includes two participants among the selected twelve schools (public and private).
The respondent is an English teacher between the level from Grade 7 to Grade 12.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 workload performance and satisfaction in
salary. Furthermore, anything regarding data is summarized to the extent and is listed in
the references below.

This study does not intend to promote or offend any school or teachers’ workload
and salary quality but as information to guide the readers of various learning experiences
such as workload, income, and productivity of teachers.
DEFINITION OF TERMS
To facilitate the understanding of this study, different terms are defined herein.
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 highschool
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
expertise, drive, and vision to create a new line of educational materials or services.
Teachers’ Burnout. Described by the National Education Association (2022) as a
condition in which an educator has depleted the personal and professional resources
required to perform the job.
Underappreciated. In this study, the term means teachers are not highly
appreciated through their inadequate wage 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.
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. (Bautista, 2021. Philippine Daily Inquirer).
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 (TALIS
2018) 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.
Stress Sources of Teachers in Asean Perspective and in Public Secondary School Teachers
According to Canoy(Stress Sources of Teachers in Asean Perspective and in
Public Secondary School Teachers, 2020), Similar, with the ASEAN region, work-related
stresses and low salary are the top two common stress sources of the public secondary
school teachers in the Division of Agusan del Sur. An FGD is conducted to 30
participants randomly selected from 87 public secondary schools in the Division of
Agusan del Sur. Results showed that majority of the teachers, 83 % of them enumerated
that they are burned out from work. Workrelated stress sources include students’

misbehavior during classes, students’ absenteeism, students ‘tardiness, preparations and
participating school activities, paperwork/reports, teaching nonmajor subjects, computing
grades, meeting the competencies, lack of learning materials, preparations of instructional
materials, crowded class size, lack of classrooms and facilities, and lack of support from
parents, no promotions and preparing for school, district and cluster evaluations for well-
structured and prepared classrooms.
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, (Financial Incentives: The Impact

on Employee Motivation, 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 newgraduates 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 decreased 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 publicschool 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 areaswere 57%
dissatisfiedwith 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.TeacherI 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).
The Alliance of Concerned Teachers (ACT) recently proposes measure to protect
the welfare and rights of teachers as to being under-supported (2021), it proposes to grant
compensation and benefits regarding their service and overtime days, also the benefiting
them based on their performance, and the immediate release of the overtime late pays.
Additionally, it proposes easing of workload and the wellness support by halting the
learning delivery modules and the appropriate pays and benefits.
(https://subselfie.com/2021/05/01/our-public-school-teachers-are-burnt-out-too-and-the-
govt-should-listen)
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
SeameoInnotech (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.
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 perks on schedule. The majority of them reportedly stated that
they won't begin teaching until their salary and perks 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 MasterTeacher 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.)
The DepEd Order No. 8, s. 2023, Teachers and Their Involvement in Volunteer
and Extracurricular Activities (2023)has been introduced to address the engagement of

teachers in volunteer work and extracurricular activities. The main objective of this order
is to empower teachers and improve the educational system by clearly defining the
expectations and limitations surrounding their involvement in activities beyond their
regular teaching responsibilities. By setting boundaries on non-teaching duties, educators
can focus more on their core responsibilities of delivering effective instruction, thereby
benefiting students. This reduction in extracurricular and volunteer workload is crucial
for preserving teachers' mental and physical well-being and ensuring their continued
motivation and dedication to their profession.
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 andOther
Purposes, House Bill No. 8384, 17th Congress of the Republicwhere 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
VladimerQuetua 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

The main objective of the study is to investigate the level of satisfaction among
current teachers in terms of their compensation and workload. To achieve this objective,
the researcher has chosen a qualitative research design and has employed
phenomenological theory as the guiding framework to give substance to the research
design.
Phenomenological theory is utilized as the main point in this study because it
provides a comprehensive analysis of the subject matter that is applicable and compatible
with the data being collected. Phenomenology focuses on understanding the lived
experiences of individuals and seeks to uncover the meaning and essence of those
experiences. By adopting a phenomenological approach, the researcher aims to delve into
the subjective experiences and perspectives of the teachers, gaining a deeper
understanding of their satisfaction levels with compensation and workload.
The methodology employed in this study aims to gather data that will support the
claim that current teachers are, to some extent, dissatisfied with their compensation and
workload. Interviews and questionnaires are the primary data collection methods chosen
by the researcher. Interviews allow for in-depth exploration of the teachers' experiences
and provide an opportunity for participants to share their thoughts and feelings.
Questionnaires, on the other hand, enable the researcher to gather quantitative data and
acquire a broader perspective from a larger sample of participants. The researcher intends
to compare the experiences of the English teachers in the study with similar accounts
from other teachers in the Philippines who share similar traits. By doing so, the
researcher aims to establish a valid percentage or estimation of the number of teachers

who face similar problems regarding compensation and workload. This comparative
approach adds depth and context to the findings, reinforcing the subject matter being
explored.
RESEARCH LOCALE
The researcher conducted a study focusing on private schools in Trece Martires,
Cavite, with the aim of examining the workload performance and salary of high school
English teachers. Trece Martires was chosen as the study location due to its status as the
de facto capital of Cavite, which likely indicates a concentration of educational
institutions and potential research participants. In selecting the schools for the study, the
researcher decided to include all public high schools in Trece Martires. This decision was
likely made based on the manageable number of public schools in the area, as there are
only six in total. By including all public schools, the researcher ensures a comprehensive
representation of the public education system in Cavite.
By examining the workload performance and salary of high school English
teachers, the researcher aims to shed light on the conditions and factors that may
influence the teaching profession in Trece Martires. This study has the potential to
provide insights into the experiences of English teachers in the area and their career
prospects, particularly in relation to opportunities for international employment.It is
worth noting that while this study focuses on private schools in Trece Martires, the
inclusion of public schools provides a broader perspective on the education system in the
area. This approach allows for a comprehensive analysis of the workload and salary

considerations for high school English teachers, taking into account both public and
private educational settings.
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, either 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 two (2) English teachersin
six selected private schools and six selected public schools. The data will in total, have 24
respondents across twelve (12) schools.
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
The study is qualitative in nature and aims to explore the opinions and
experiences of teachers regarding their teaching experience, motivation, and salary. The
researcher haschosen to use the Colaizzi thematic analysis method to analyze the data
collected from interviews with the teachers. The Colaizzi method provides a structured
approach to interpreting and trimming the raw data in order to obtain meaningful results.
The first step in the Colaizzi method is to carefully read and reread the data
collected from the interviews. This step involves immersing oneself in the data to gain a
comprehensive understanding of the teachers' opinions and experiences. By thoroughly
examining the data, the researcher can identify significant statements or phrases that
capture the essence of the participants' responses. Once the significant statements are
identified, the researcher move on to the next step of formulating meanings. In this phase,
the researcher begins to extract themes or patterns from the data. They look for

commonalities, differences, and recurring ideas that emerge from the teachers' responses.
These themes provide insights into the central concepts or ideas related to the study's
objectives, such as teaching experience, motivation, and salary.After formulating the
initial themes, the researcher proceeds to create a report or a description of these themes.
This report summarizes the findings and provides a clear representation of the main ideas
that emerged from the data analysis. The report should be organized and structured in a
logical manner to ensure that the information is presented coherently.Finally, the last step
in the Colaizzi method is validation. This step involves returning to the participants and
sharing the findings with them to ensure accuracy and alignment with their experiences.
By involving the participants in the validation process, the researcher can verify the
trustworthiness and credibility of their analysis. The participants may provide feedback,
clarification, or additional insights that can further enhance the interpretation of the data.
To further support the adoption of the Colaizzi method, a study by Han, Kim,
Sohn, and Cho (2021) that also utilized this method in a similar structured research
context. The reference to this previous study demonstrates that the Colaizzi method has
been successfully employed in similar research scenarios, indicating its relevance and
effectiveness in analyzing qualitative data.In summary, the use of the Colaizzi thematic
analysis method in this qualitative study ensures a systematic and rigorous approach to
analyzing the teachers' opinions and experiences. The method's steps, including reading
the data, formulating meaning, creating a report, and validation, contribute to reliable and
accurate analysis. By adhering to the Colaizzi method, the researchers can derive

meaningful insights from the data and avoid biased inferences, thereby enhancing the
overall quality of the study.
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Multiple Impacts of Professional Rank on Urban and Rural Compulsory
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driving-educators-away-profession
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mindset/
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D2X9HqP9s
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DepED says. Manila Bulletin.https://mb.com.ph/2022/10/17/work-balancing-tool-
for-teachers-not-yet-released-deped-says

Philippine DEPED Teachers Benefits and Incentives 2022 - LETPasser.com. (2022b,
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benefits-and-incentives-2021/#:~:text=The%20bonus%20amounts%20to
%20P2,have%20not%20been%20passed%20yet.
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ZB7opHE3Fnjj32jo5VYhiypWYQ3YauQydyk
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fbclid=IwAR3G3nUNTLxSdhzNIa1tNBk0rmiVdTbaZ3OHAesUz0iCErEYVM_
Pe6iHwUI
Appendix
Dear Teacher/s,
I am Christal Stephanie D. Maxilom currently undertaking Bachelor of

Secondary Education major in English from the Lyceum of the Philippines
University- Cavite, and I would like to invite you to take part in the investigation
that I am undertaking.
My research explores the determinants of unjust workloads with inadequate

wages of English major teachers in private school in Trece Martires, Cavite. As part

of my investigations, I am hoping to gather some data from English teachers relating

to their work and their feelings towards it. To do this I have prepared a
questionnaire that explores different aspects of the job.
I am aware of your busy schedule, but your co-operation in answering this

questionnaire will be of great help in determining factors related to the workload
and wages. Please give your opinions honestly and frankly; there are no right or
wrong answers. It should not take you longer than 15 minutes to answer the
questions.
Your response will be treated in strictest confidence and will not be used for any
purpose other than this research. You will note that you are not asked to write your
name on this form.
❖ Part one seeks general information about you.

❖ Part two identifies the factors contributing to teacher’s workload and salary and
their effect to the performance.
❖ Part three recognize the effect of both the workload and salary to identify
whether the areas of teaching in the selected schools are unjust or just.
❖ Part four propose improvement on the interventions implemented to
address the problem and present situation of teachers.
Please make sure that you answer all the questionnaire items.
Thank you for your participation and time.
Part one: Demographic Profile
PURPOSE: The purpose of this section is to facilitate the comparison of survey responses
upon these bases.

DIRECTIONS: For each of the following, check the one box that indicates the best
answer per question.
A. What is your age?
Under 25 26-30 31-35 36 -40
41-45 46-50 Above 50
B. What are your academic qualifications?
1. Degree with education preparation
2. Degree without education preparation
3. Master degree
4. Doctor of Philosophy
C. Which Job Grade are you on?
Grade 7 Grade 8 Grade 9
Grade 10 Grade 11 Grade 12
D. How many years of experience as a teacher do you have? :

1-5 years 6-10 years 11-15 years 16-20 21 years or above
E. How many years have you been teaching in your current school? :
1-5 years 6-10 years 11-15 years 16-20 21 years or above
F. How many lessons do you teach in a week?
1-5 6-10 11-15 16-20 21-24
G. Do you teach English subject? Yes No
If your answer is no, do not proceed in answering the survey.
H. Have you had any additional training? Yes No
If your answer is yes, please give a number: ____________Length___________
Part two: Identify the factors contributing to teacher’s workload and salary and
their effect to the performance.
PURPOSE: The purpose of this section is to give you a chance to say how you feel about
your present job, what things you are satisfied with and what things you are not satisfied
with. Here are some statements about your present job. Please read each statement carefully
then decide how satisfied you feel about the particular aspect of your job described by the
statement.

DIRECTIONS: To what extent are you satisfied with each of the following aspects of your
work as a teacher? Please tick (√) the box which best represents your response from the
following.
Satisfied Dissatisfied
No Components Very Fairly Neither Fairly Very
satisfied satisfied satisfied nor Dissatisfied Dissatisfied
dissatisfied
1 Your salary
2 The principal
3 Evaluation by the principal
4 Educational supervisor
5 Promotion opportunities
6 Job grade system
7 Relationships with colleagues
8 Social activities with
colleagues
9 Relationships with students
10 Students’ motivation to learn
11 Student achievement
12 Student behaviour
13 Relationships with parents
14 Pressure from students about
examinations
15 Workload
16 Classroom teaching load
17 School working environment
18 Doing school work at home
19 Length of the working day
20 Length of school holidays
21 The curriculum
22 New ICT opportunities
23 Training opportunities
24 Professional development and
self-growth
25 Opportunity to pursue
advanced degree studies

No Components Very Fairly Neither Fairly Very

satisfied satisfied satisfied nor Dissatisfied Dissatisfied
dissatisfied
26 Support to improve your
teaching
27 Classroom facilities and
resources
28 ICT facilities
29 School management
30 School staff meetings in
general
31 School bureaucracy
32 School policy and
administration
33 Financial support to conduct
educational development
programmes
34 Status of teachers in society
35 Recognition and reward for
good work from your
principal
36 Classroom teaching
37 Administrative paperwork
you
have to do
38 Marking pupils’ work
39 Classroom discipline
40 Supervising extracurricular
activities outside classroom
41 Autonomy over teaching
42 Responsibilities
43 Job security
44 Opportunity to contribute to
school decision-making
45 Job variety
46 Regulations and educational
systems
47 Intellectual challenge
48 Level of Stress

Part three: Recognize the effect of both the workload and salary to
identify whether the areas of teaching in the selected schools are unjust
or just.
PURPOSE: I would like to ask about your personal beliefs on workload and salary.
Please indicate how much you disagree or agree with each of the following statements.
DIRECTIONS: Please mark one choice in each row.
The Scale for Determining Teachers' Problems
# Items Yes No Factors
1 I think my workload is more than necessary

2 I have to take work home
3 I also have to work on weekends Workload
4 I'm under intense stress
5 I feel tired
6 The training I received before the service will help me Vocational
7 Education
In-service training helps me
8 Institutions representing teachers are sufficient
Personal
9 Unions respect the rights of teachers Rights
10 MoNE respects our rights
11 I have problems with school management
12 My school experiences ideological discrimination and School
nepotism Climate
13 I'm exposed to verbal violence at my school
14 Mobbing is applied against me
15 Society respects teachers
16 Students respect me Respect
17 Parents respect me
18 I find some topics in the curriculum unnecessary
19 I think that memorization cannot be eliminated in the

education system
Educational
20 I complain about the exam-centered education system System
21 I would like to increase localization in the education
system
22 Assignment and displacement regulation causes problems
Part four: Propose improvement on the interventions implemented to

address the problem and present situation of teachers.
A. PURPOSE: The purpose of the next questions is to gather data related to your
teaching and non-teaching activities and your personal well-being.
DIRECTIONS: For each of the following statements, please check (/) only one
box per question. “NA” means “Not Applicable” (Doesn’t apply to me) “NC”
means “No Comment.”
A1 Teaching Activities:
1. My designated preparation time during the school day is sufficient.
Strongly Agree Agree Disagree Strongly Disagree N/C

4 3 2 1 0
2. Having students on SEPs in my regular classes significantly increases my workload.
Strongly Agree Agree Disagree Strongly Disagree N/A

4 3 2 1 0

3. Adapting new instructional techniques that the district and/or the Department of
Education require teachers to implement significantly adds to my workload.

4 3 2 1 0
4. Teaching outside of my area of expertise (out-of-field courses) significantly increases

my workload.
Strongly Agree Agree Disagree Strongly Disagree N/A

4 3 2 1 0
5. I need more job-embedded (within school hours) teacher collaboration time.

4 3 2 1 0
A2 Non-Teaching Activities:
6. I have too many duties other than instruction of students.

4 3 2 1 0
7. I have too much administrative paperwork (“administrivia”).

4 3 2 1 0
8. I have too many after-school job-related activities (staff meetings, committee

meetings, meetings with parents, etc.)

4 3 2 1 0
9. I lack input into school-wide decision making.

4 3 2 1 0
A3 Well-Being:
10. My workload is a source of stress for me.

4 3 2 1 0
11. Based upon my response to Question 10, my workload sometimes necessitates my

taking sick days.

4 3 2 1 0
12. My workload impinges upon my personal time.

4 3 2 1 0

13. My workload has increased over the past 5 years.

4 3 2 1 0
14. This workload increase over the past 5 years has added to my stress level.

4 3 2 1 0
B. TEACHING WORKLOAD
PURPOSE: The purpose of this section is to gather data relating to your

workload: assigned classes and hours associated with school-related activities.
DIRECTIONS: For questions 1-12, check (/) the box to the left of the
appropriate number.
B1 Assigned Classes:
1. I am teaching ____ DIFFERENT subject areas this semester? (e.g., English 7 and
English 8 would count as two.)

0 1 2 3 4 5+
2. I am teaching ____ combined classes this semester (classes in which I have 1 or more
students who require separate and different instructional material and methods which I
provide without resource and methods support).
0 1 2 3 4 5+
3. Of the subjects that I am teaching this semester, ___ are in my area of expertise (your
study major or minor).
0 1 2 3 4 5+
4. This semester I am teaching ____ subjects outside of my area of expertise (that is,
outside of my study major or minor).
0 1 2 3 4 5+
5. This semester, I am teaching ___ subjects for which I have received no prior
in-service or formal university credits.
0 1 2 3 4 5+
6. I have ___students with “Special Education Plan” (SEPs) in each class period?
0 1 2 3 4 5+
B2 School-Related Activities:
7. I have had to cover personnel shortages (someone out sick with no supply teacher

available) ____ times in the last school year.
0 1 2 3 4 5+
8. I spend approximately ____hours weekly participating in after-school collaborative
activities, (committee meetings, team meetings, etc.).
0 1 2 3 4 5+
9. I spend approximately ____hours performing non-teaching duties on a
scheduled basis (bus, cafeteria, photocopying, administrivia).
0 1 2 3 4 5+
10. I have ____ hour(s) of designated in-school prep time daily
0 1 2 3 4 5+
11. I spend approximately ___hours preparing for classes daily on my personal time.
0 1 2 3 4 5+
12. Of the total hours spent in preparation, I spend approximately __ hours weekly
preparing to teach a subject area for which I have received no in-service or formal
university credits.
0 1 2 3 4 5+


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LYCEUM OF THE PHILIPPINES UNIVERSITY CAVITE

UNJUST WORKLOAD WITH INADEQUATE WAGES OF

Submitted to the Faculty of the

College of Arts and Sciences

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

TABLE OF CONTENTS Page

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

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

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

III. Effects of Overwork load…………………………………………….

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

the study, and scope and delimitation of the study.

administrative or school paperwork, community extension programs, and sporting events

were given any duties.

COLLEGE OF ARTS AND SCIENCES 5

including the Philippines, which does not differ in these areas.

simple terms, job fulfillment is a favorable psychological state brought on by things

COLLEGE OF ARTS AND SCIENCES 6

policies at schools, Consequently, while designing institutions to support the realization

be focused on improving processes and results (Bratianu, 2015). Positive educational

remuneration. Many teachers often find themselves overworked, balancing numerous

quality of education they provide

According to the Catholic Educational Association of the Philippines, the Salary

compensation. The monthly salary of Teacher I in public schools at P25,439 is deemed

COLLEGE OF ARTS AND SCIENCES 7

significantly influenced this phenomenon, including higher standards of accountability,

policy maker, and curriculum that is outcomes-based.

To address these challenges, it is crucial for the government and relevant

adequately reflect the value of their contributions, reducing excessive workloads,

providing professional development opportunities, and ensuring access to necessary

COLLEGE OF ARTS AND SCIENCES 8

& Ortega-Dela Cruz: Banal CL & Ortega-Dela Cruz RA, 2022).

appealing compared to the conditions they experience in their home country.

experience. It can be a valuable and enriching experience both personally and

professionally. The Philippines' educational system is still in constant change for

As a result, Filipino teachers consider working abroad due to economic reasons.

COLLEGE OF ARTS AND SCIENCES 9

young teachers (Slethaug, 2007).

the perceived lack of opportunities or inadequate compensation in their home country.

BACKGROUND OF THE STUDY

congratulate teachers, however, expressing gratitude is not enough compensation;

educational workers (school administrators), and the Alliance of Concerned Teachers

COLLEGE OF ARTS AND SCIENCES 10

2021.Philippine Daily Inquirer).

are expected to be paid for the work they accomplish.