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Chapter 1 THE PROBLEM AND RELATED LITERATURE The school is the greatest tool available to spread information to others. It is the best training ground to teach individuals to become agents for change and become productive members of the society. Yet, schools cannot do this without having teachers who wish to bring forth change and who possess the necessary human traits, abilities, skills and competence. Andres (1999) emphasizes that teaching is a complex and many sided task demanding a variety of traits and ability. Since the major task of teaching is to promote learning, teachers must establish a sound and harmonious relationship with students and with the people around them. They must also be receptive to modern trends and practices and must welcome changes. Today, teachers are not only actively taking part in the molding of youth, but they are also playing a vigorous part in the political, social, and economic arena to effect changes. Teachers actively participate in educating of people on what is happening in their environment. Teachers educate people through the use of symposia and fora. Some of them respond to speaking engagements that will help enhance the awareness of people. Thus, teachers are uniquely positioned to define their problems and seek solutions in their own situations and in their own terms. Teachers must be empowered to influence the reforms and the policies of their schools. They play the important roles in running the affairs of the nation and pursuing development (Confederation of Independent Unions in Public Sector (CIU), 2002) The Magna Carta For Public School Teachers was approved by the Congress to improve the social and economic status of the public school teachers (Gegorio, 1976) However, the present and past administrations failed to provide the teachers the proper compensation and benefits that should be provided to them. To illustrate the Salary Standardization Law failed to rationalize the pay scale of the government workers (Confederation of Independent Unions in Public Sector (CIU), 2002). In the same way, a full implementation of the article XIV, Section 5 (1 & 5) of our Constitution…to ensure that teaching will attract and retain best available talents through adequate remuneration and other means of job satisfaction was not implemented well. A teacher’s job in the modern era is not enclosed/limited in the four corners of the classroom. It also requires participation in activities that will help uplift their own status and other activities that will help them in the development of their community at the micro level and even the world at the macro level. This job requires a variety of human traits, abilities, skills, and competences which are herein referred to as teacher characteristics. A teacher’s possession of these favorable characteristics facilitates both
learning effectiveness, and change, not only within the educational arena, but
to the society where these teachers are actively involved. The benefits in favor of public school teachers were provided under RA 4678, lack of classrooms, books and benefits that the teachers believe they ought to have but were not receiving, and some issues that society was suffering from, such as issues on women and children, issues about the indigenous people, and, most especially, issues that affected the majority of the Filipino people. There are many problems felt and experienced by teachers worldwide that needed to be exposed in order that the government will listen, become aware and hopefully take action upon it. Teachers think that they would not be able to solve these problems inactively but positive action is needed and they believe that no one can teach efficaciously if his/her children are starving and his/her basic needs are not meet according to Teresita Abundo president of Public Elementary Teachers’ association (personal interview, December 10, 2005). Wherever possible, teacher activism needs to be aligned with cooperative action in order to enlist the support of stakeholders and leaders (Darling-Hammond, 1994). Thomas C. Tobin in his article “Education or Activism” (2002) accentuated that teacher activists are not only tackling educational issues but also includes political issues. Teachers realize the constraints imposed by institutional structures and sociopolitical forces that distort those educational aims. Teachers take action to correct these injustices. Even in Iran where democracy is not known to be practiced, teachers were united and thousands of them joined the rallies last May 2, 2004 in order to protest against the persistent deterioration of their conditions and the repressive measures existing in Iranian Schools. Enhancement of teachers’ characteristics can contribute to the Philippine educational effort to provide quality education and to produce critical minded citizenry. Our schools, even if completely modernized with all the modern technologies available in today’s world, will still fail miserably unless Filipino teachers possess a wholesome array of positive characteristics that will motivate rather than hinder learning, promote active rather than passive citizenry, and develop rather than retard critical thinking. In a more reflective desire to identify teacher characteristics and to know the level of activism of activist teachers in Region XI in order to come up with a more comprehensive result that could be a basis for educational policy reformulation, this simple empirical study has been conducted. Some selected materials that have some bearing in the study were discussed to provide a workable background and framework of the present study. Teachers’ characteristics are strong determinants regarding the learning capability of students. Their personal or professional characteristics seem to be important in both the teaching and the learning process. The success of the teacher in his/her job is not confined solely to the transmission of knowledge and information but what is more essential is their ability to relate to teaching and learning situations what is in into real life, their influence in promoting community and national development, their understanding on what is happening outside their classroom, their understanding in the current issues that affect them, their understanding of political issues, their understanding of issues that affect human being and existence, and their involvement with process to affect change in their environment. Good teachers exude an optimistic outlook, emotional self-awareness and control; they are expressive, emphatic; and have the ability to organize and manage groups. They are the teachers who know themselves, who express their emotions positively, and sincerely, and who understand and care about the feelings of others. They inspire students to learn (Baiocco and De Waters 1998). Lindley J. Stiles (1997), in describing an effective teacher, says: “The teacher functions as both artist and scientist. He/she creates relationships and experiences with students that have the form and flexibility of an artistic production. Much of his/her professional skill grows from the kind of sensitive observation that supports the choice of the right word or suggestion, the most promising procedure, the question that prods, provokes, and makes the assessment that motivates”. Studies show that teacher's ability to be emphatic can be associated with student’s success. Teachers who exhibit high levels of self-efficacy use more positive reinforcement, prefer to work with group, and persist with students who are experiencing difficulty, rather than ignoring or giving up on them. Emphatic teachers experience less stress and exhibit the following qualities: warm, caring, affectionate, friendly, soft-spoken, calm, relaxed, humorous, not easily incited to express anger, not easily depressed under difficult circumstances, and have balanced in feelings of self-worth and self-regard, (Teacher Vision.Com, 2006). Teacher.vision.com (January 9, 2006) states that one of the most important characteristics of effective teachers is to understand the social emotional growth of their students. Copper and Webber as cited by Tangonan (2003) reports that effective teachers model the following classroom behavior: realness, acceptance, and empathy. Realness allows the teachers to be perceived by the students as a feeling and concerned person with whom they can relate and accepting behaviors the students’ self-worth. Empathic understanding is an expression of the teachers’ ability to understand the students’ point of view; it also stresses effective communication and humor as important factors in promoting positive teacher-student relationship. Gibson Mitchell (1998) emphasizes that values, attitudes, and ideals have a strong impact on behavior and direction which the individual strives, and makes use of what he or she knows and can do. A person cannot enjoy in principle action unless he or she is aware of moral principles. It is therefore, incumbent upon the teacher to teach and to serve as a model of virtues and values to his or her students. Whether he is cooperative or uncooperative, tolerant or intolerant, self confident or fearful, depend not on what he or she knows but on how he or she feels toward himself, others, and his or her world. It depends on what individuals see as important and valuable, and it is the teacher who sets the attitude that is conducive to learning. Trujan (2001) emphasized that teacher’s commitment, dedication and creativity are the most important characteristics that a teacher should possess especially for social transformation. Sutaria (1998) pointed that teachers can only improve their teaching competence when they have developed a positive attitude towards their work. There is, first, a need to develop their commitment to teaching and to a realization of its worth. When teachers are committed, and believed that by doing their work well he or she is contributing to the development not only of their pupils but also personally and thus ultimately to the country, it should be easy to develop good teaching skills. Many studies and researches concerning the teacher characteristics in the field of education were derived from concepts developed by Dr. Jose Rizal. He stated that the essential requisites for a good teacher is that he/she should be professionally trained, should able to pass the required examination, should be a master of the subject-matter he/she is going to teach, should continue to grow, and love his/her profession, should be kind and sympathetic to his/her pupils, and should possess initiative and resourcefulness,” (Gregorio 1976:529) According to Sadsad (1997) there is no learning if there is no tool to transfer such learning. Teachers serve as the tool to transfer such learning. They are the sole agents of education and the educational system revolved around them. Since teachers have direct contact with the students it is important they should possess the following characteristics: (1) Physical and mental fitness; (2). Social and philosophical stability; and (3.) Professional preparation. On the other hand the following are criteria for good teachers who make their classes relevant beyond the academic world. (Http://www.@yahoo.com. Hamilton,2001) (1) An obvious love for what they do and an eagerness to share it. (2) the ability to encourage creative debate and discussion. Good teachers make their classes relevant beyond the academic world. This does not mean making every bit of knowledge useful and applicable, but instead, enabling students to make connections between their religion class and their sociology class, their sociology class and their life; (3) Being demanding. Teachers who expect a lot from their students will get a lot. However Crory (1997) lists down the qualities of a good teacher. These include the following: (1) mastery of subject matter, (2) knowledge of the nature of the learners, knowledge of the aim of education and of the means of achieving them, (3) scientific attitude, patience, love and sympathy for the students, (4) a happy disposition and pleasing personality, (5) freedom from physical impairment, handicaps or disabilities, (6) ability to think and speak clearly and logically, (7)ambition and aspirations for self and others, (8) positive attitudes toward teaching, and a spirit of collaboration and altruism. Teacher Formation Program (TFP: 1998) graduates recorded the qualities of good teacher. These are: 1) teaching is good when, it is personalized and individualized; 2) good teaching helps learners assimilate the culture of his people, sub-groups, and families; 3) teaching is good when it introduces the pupils to opposing points of views and thus allows them to formulate their own viewpoint; and 4) good teaching helps the learners overcome defects of character, physic, and allow the growth and development of all learners. Campbell (Http://www.@yahoo.com.Homepage University Teaching,1998) stresses that good teacher guides students in the process of learning so that they have an understanding of how to approach the subject and actually learn (a “deep” learning approach) instead of just memorizing (“surface” learning). According to Saginaw Valley State University (http://www.svsu.edu/~ dboehm/Qualities.html, 1998) the following are qualities of effective teacher: 1) Makes student learning the primary focus of attention; transforms knowledge into effective student understanding, 2) Has positive regard for all students, and maintains respect for them whatever their exhibited strengths and weaknesses, 3) Works to establish a positive and fair classroom environment, in which all students learn from one another and treat each other with respect, 4) Establishes high but not unreachable standards; provides support to enable students to reach those standards, 5) Values active over passive learning, and works to enhance students' own motivation and capacity to learn, 6) Attends to student "feedback" in organizing, presenting, and structuring material, without compromising high standards and goals, 7) Models the kinds of understanding and wisdom that students should seek to develop. 8) Creates a serious and thoughtful learning environment, while using light touches and humor to create a sense of community, 9) Continues to learn from students and to grow in understanding of course content; uses previous experience to continually freshen perspectives, 10) Holds himself or herself accountable to high standards of performance; seeks continual improvement in present and future performance. The same authors have given the undesirable qualities of teacher and summarized as follows: 1) sarcastic, grouchy, given to ridicule; 2) lazy; 3) superiority complex, overbearing, haughty, arrogant; 4) inferiority complex, insecure, defensive; 5) narrow outlook and interests; 6) impatient, inconsiderate, tactless; 7) a voice that is weak, shrill, harsh, monotonous or strident; 8) ill-mannered, unsympathetic, discourteous; 9) harsh or overly strict; 10) deceitful, dishonest, insincere; 11) too changeable, unreliable, inconsistent; 12) not prompt, unable to keep a schedule; 13) slovenly in appearance; grooming in bad taste; 14) unfriendly and unsociable; 15) unsympathetic and disorganized; 16) dull, uninteresting; 17) emotionally unstable, unreasonable; 18) in adaptable; 19) disrespectful of the opinions of others; 20) laughs at, rather than help some of her pupils; and 21) lacks imagination; no resourcefulness or ingenuity. The Concept of Teacher Activism Inevitable when one hears the word “activism”, the first thing that come to mind are rallies, picket signs, meetings, bullhorns and politics. To some people, this word evokes images of chaotic demonstrations and rabble rousing. These are only some of the visions that pop into people’s mind when they think of activism. This thought a concept of activism has given misconceptions to many; has given negative impression which led to non or less participation among because those who speak of the misconceptions on activism are actually do not change themselves into the reality of activism. According to Sachs in her book “The Activist Teaching Profession (2003), activism is more than just these things. The use of this word is not a naïve claiming of the turf of dissent. Alvin Luque (2004) highlighted that activism is precisely the state of one person being active in both body and mind, ready, able, determined and mobile, inspired politically to study the changes and movements in the world, and equipped with the principles of democracy and freedom, charged with the people’s aspiration for a better society, bravely takes upon himself/herself the task of helping change. Hence, to be really active and become an activist, it is not being become violent but rather to take part as an individual in one’s community and to be involved. Activism is more than just having rallies; rather it is what an individual decides what to stand up and fight for. Activism can be getting involved with organizations, associations, unions, writing a letter to government officials, or even simply attending a meeting on issues that are of teacher’s concern. All these are seemingly the aspects of activism that may lead to common goals. The teachers struggled to have their problems heard. They struggled among with many issues. They get themselves involved because they wanted social change, change for the better, even to the extent that they maybe misconstrued with their aspirations because it is a facet of our culture that if one speaks for the other or speak for himself, others may call him/her an activist. Activist teachers play an important role to develop a critical citizenry and advance the nation’s welfare in general. Dr. Cecilio Duka (1999) said that we need teachers who can actively assist in bringing about desirable socio-economic changes. We need teachers who are trained not only to use their minds and hearts but also their hands and are able to lead the youth in increasing number to participate actively and intelligently in solving everyday problems. To understand deeply the concept of activism, four important aspects are related to the concept such as philosophical, political, economical, and socio-cultural: a. Activism on Philosophical Issues. This aspect refers to the active participation concerning principles and aspirations, and love of wisdom to seek the truth. b. Activism on Political Issues. This aspect refers to active participation
in the political arena in the community in the micro level, and on the country
on macro level. This arena also includes the active and effective deliberation
on the teachers’ organizational affairs, on how teachers participate on the
discussion on the problems that may arise in the teaching profession, on how
teachers abide the rules and regulations governing teachers, and the concern in
the development and principles in the conduct of the government. d. Activism on the Socio-cultural Issues. This refers to the active participation on the issues that affect human race. It means the dynamic and helpful involvement on the issue of women emancipation, gender fair, children concerns, church related issues, labor issues, issues concerning the fight of Indigenous People for ancestral domain, and other issues from different sectors. The Call for Teacher Activism Movement Sachs (2000) a school-based researcher discusses what she calls “Activist Professionalism”. She considers the importance of bringing together alliances and networks of various educational interest groups for collective action to improve all aspects of the education enterprise at the macro level and student learning outcomes and teachers’ status in the eyes of the community at the micro level. As Sachs aptly writes, teacher professionalism had been focused on the areas of expertise, altruism and autonomy but not on activism. Expressions of teacher activism centered on individual and collective actions are more than ever crucial. Teachers unions, as one form of grassroots organization can help promote teacher activism by guiding pedagogical, curricular and organizational change (Lawton, 2001). However according to Bascia (1997) and many others, the controlling roles of government in such countries as the United States, United Kingdom and Canada impose a technical and mechanical view of teaching. While teachers are responsible for carrying out school improvement and initiatives, they are excluded from making a significant contribution to curricula decisions or as partners in policy development. Teachers were not recognized by their struggles, so is there voice, their role, and their authorship. As what have been noted for decade, teachers are subordinates, placed at the bottom of educational hierarchy. Needed then is information about the dynamics of various channels for professional action in education. Maxcy (1991) pointed out the need of educational professionals to have the power to form directions for actions with regard to problems arising out of the exercise of their skills and expertise. Teachers ought to have the power to make policy and policy decisions. Many of the writers call the teachers as the opinion-maker of the society. However these teachers are not worthy to be called as one if they themselves are not free to talk about their present condition, if they themselves subsume to what is been dictated to them, and if they just want to maintain the status quo, if they just want to keep quiet and be looking not seeing, to be hearing but not listening and never dare to tell what is going on, and if they continue to hide reality. The Magna Carta for Public School Teachers (http://www.lawphil. net/statutes/repacts/ra1966/ra4670/1966.-html,downloaded August,2005) stated the rights and welfare of the teachers. This act becomes the springboard for teachers to organize their ranks and formed the Educator’s Forum. Judy M. Taguiwalo (2001) stressed out that teachers play a big role to have an equitable social system. He also added that teacher’s movement is the response of our sector to the need for genuine social change in our country. According to her for as long as economic and political power is monopolized by foreign interest and local big business and vast landowners, the educational system will continue to be inequitable social system. Weil (2001) said that if we are to commit to such projects of personal and social change, it would take coverage, empathy and activism. He further considers the teachers’ insight gained through action. The insights and actions of teachers are important components of the body knowledge of which school reformers and policy makers need to be aware. Hence, there is a need to promote teachers’ activism in implementing mandated reforms. The Magna Carta for Public School Teachers, which was finally passed by the House of Representative on May 19, 1966 (Gregorio, 1976) stated the rights and welfare of the public school teachers. This act becomes the springboard for teachers in the three main regions Luzon, Vizayas and Mindanao to organize their ranks just to be heard to have support among them to express and work for their grievances and sentiments. Sr. Merian Noemi Francisco (Education for Development, June 2001) revealed that teachers were one of the sectors who joined in the “First Quarter Storm” who heeded the call of times and offered themselves in the struggle against a dictatorship during Martial Law days. Teachers were there in the whole process as history-in-the-making. They were the articulators and catalyst of historical change. In the article “Legacy of Activism” (http://www-.bulatlat.net/news/2-36/2-36-legacy.html, downloaded June, 2005) Alexander Remolino elucidated that “martial law” years should not be remembered only for the darkness they spread throughout the country but also for producing remarkable men and women. The writer made mention about Dr. Quijano, a UP professor who become an artist teacher who fought for basic rights and freedom and the struggle for better life. Teachers believed that they should know more about their rights and they should be conscious of the issues concerning their profession. Thus, they strengthened the organizations they had through constant effort, lobby, dialogues, and struggles. Teachers in the public and private sectors actively participated in the emancipation of teachers by fighting for their rights and welfare and against the graft and corruption that was occurring within and among some private and public colleges and universities. One of the activist teachers wrote that the situation of the teachers in the Philippines is not a joke. (Arao, 2003) Teachers are full of loans and their “take home pay cannot take them home.” Manila Public School Teachers Association (MPSTA) and Quezon City Public School Teachers Association (QCPSTA) reported that the common complaints of their members is the overtime load which in the Republic Act No. 4670, they are allowed to teach only six hours but they are forced to teach beyond the allowed time due to lack of teachers. Activist teachers continued to fight for salary increase. Alliance of Concerned teachers (ACT) did not remain passive to their situation. They said that the salary freeze in government has gone for too long and they cannot allow another year to pass without a substantial salary increase. Recently they urged the President of the Republic, Gloria Macapagal Arroyo to ask Congress to pass a supplemental budget for a P 3,000.00 across the board salary increase. Activist teachers protested outside the Commission on Election last May 17, 2001 demanding their mandated allowance and highlighting irregularities. Last October 8, 2003 in MALAYA newspaper, activist teachers together with some government workers fought the issue regarding to GSIS finances. Teachers wanted that funds for loans be released. The Alliance of Concerned Teachers in the Philippines in their Lambat-Liwanag Network, a network of mainly academic based centers published a paper entitled “Light-Seeking and light Sharing Education.” The main objectives of this publication are: First, to make a critique of the dominant paradigm of the present Philippine educational system, that is, disempowering the teachers and students, and the broader society as well with the hope to enhance the establishment of a more humanizing social order. Second, this paper strives to develop the critical and creative minds of the learners and attempts to develop a curriculum through democratic participation of the school and community stakeholders. Bonifacio Bulac in a personal interview with the researcher last May 5, 2005 stressed out that aside from bringing school issues, teachers fought the issues on the multi-sectoral bodies such as the laborer, the women, the fishermen, the youth, farmers, etc. These issues were not separate issues because they affect the teachers. Teacher’s problems are not isolated from national problem. As what Danilo Araña Arao,National Vice President of the Alliance of Concerned Teachers pointed out in his article “Hinagpis ng Kaguruan” (http://www.dannyarao.-com/2003pw-mar12.html) teachers’ problem is just a reflection of the fiscal crisis that our country faced. The research “International Teacher 2000 Project” had this finding on the low mean levels of occupational satisfactions and decline in satisfaction with teachers since beginning in their careers (Dinham, & Scott, 2000). The cause of most dissatisfaction among teachers from four countries listed the following: (1) poor image of the profession, (2) teacher bashing, (3) the pace and nature of the educational change and the, (4) increase in the workload, combined with increasing expectations, lower status, and less genuine appreciation, recognition and reward. In an article written as “Teacher Power” by Taylor Webb (2002) teachers are often considered powerless who carry out tasks developed by more knowledgeable professionals. The teachers are subordinates at the bottom of the educational hierarchy. It is noted for decade that, for decade teachers are just subject and research consumers. While teachers are responsible for carrying out school improvement initiatives, they are seldom viewed as curriculum leaders or as partners in policy development (Clandinin & Connelly, 1992). Educational managers often spoke the word educational reforms. A serious, unresolved tension has become evident in public school throughout the western world: practitioners who work to improve their educational communities must do so within an increasing stringent framework of public accountability distant from their own vision. We have to note that centrally imposed curricula in the form of performance and assessment measures call for a creative and principled response from teachers (Waite et al, 2001). In an issue of “Teacher Activism in Education Reform” (Teacher Development, Volume 6 Number 1 2002) addresses the glaring need for teacher’s voices to be heard - not just those in positions of power – to achieve educational reform. A recent view of standards – led education is that teachers can be empowered to improve the educational enterprise through changing their local school cultures. In this manner, we could not isolate the role of teachers for educational reform. It is a fact that socio-political agenda spurs on educational leaders who pursue promising form of teacher professionalism. In America, teachers are not only active for fighting their interest but were also active in political activism. Teacher unions do not only collected voluntary contributions from their members to be donated to political candidates, they also spend huge sums of their members’ dues to register voters, run ads, print campaign leaflets, set up phone banks and turn out voters on Election Day. Zimbabwe teachers (http://www.freerepublic.com/focus/fnews/1252859/-posts) also built union called Progressive Teachers’ Union of Zimbabwe to champion the political, social and economic cause of teachers in primary and secondary school education. These shows that teachers activism is well practiced by teachers in Zimbabwe. Activist teachers play an important role in the creation of our history. They
were the instruments who bring changes in the society. Matt Frazier in his
article “Teachers Association Urges Greater Activism” (St. Petesburg Times, May
20, 2002) emphasized that teachers made a positive change in their profession.
In the Philippines, activist teachers specifically the Alliance of Concerned Teachers (ACT) did not remain passive to their situation. Activist teachers asked the government to listen to their demands to play a major role in the shaping of the nation’s future. Eta Rosales, the founding chair of the Alliance of Concerned Teachers led a six-month strike until June 1982 over the issues like the non-regularization of teachers. There were other problems felt and experienced by the teachers that needed to be exposed in order that the government will hopefully take action. In Davao City teachers fought for their monthly subsidy because the granting of that “so-called” subsidy was not served on a silver plate but came through the constant militancy from teachers’ ranks. (KAMKEM KRONIKEL, November 21, 1998) Also in the same year, Davao City Public Elementary and Secondary Teachers Association (DCPESTA) and other local teacher organizations persistently fought to receive payment and adjustment of salaries of public school teachers as dictated by Republic Act 5168 and all the benefits in favor of public school teachers provided under RA 4678. However they only received partial fulfillment of their statutory rights. Hence, activist teachers must be recognized as potent force for change. Lieberman et. al, (2000) says that living proponents for educational reforms are the teachers. To help people change, teacher’s vision can serve a s starting point for reform at the local school level and for the educational system as a whole. (Hammerness, 2002) Likewise, teacher unions, associations are very important to promote teacher activism. According to Sachs (2000) alliances and networks of various educational interest groups are needed to improve all aspects of the education enterprise. Teachers need to define their problems, and seek solutions on their own situation and on their own terms. Teachers’ insights and action represent an important body of knowledge of which school reformers and policy makers need to be aware. Maxcy (1991) pointed out, professionalism implies a kind of normative power. Educational professionals ought to have the power to form directives for actions with regard to problems arising out of the exercise of their skills and expertise. This means that educators must possess leadership in policy and decision-making affecting learning. The recent educational reform movements, such as restructuring and site based
management, have promoted increase in teacher participation and leadership in
the decision-making processes of various aspects of school administration.
Studies about teachers' roles in these reform efforts are beginning to emerge.
(Leadership Characteristics That Facilitates Change, www. Teachers
characteristics.com, 2005) A public school teacher receives P 9,939.00 per month. However, according to NWPC or National Wages and Productivity Commission, last 2003 the average income of the family of six in the National Capital Region should received P 557 daily or P 16,710 per month to answer the primary needs. Hence, activist teachers continue to suffer the meager income they have and brought them to shout for “salary increase’. Both public and private teachers have the same demands: salaries, benefits, better school facilities and teachers’ conditions. According to the KAMKEM Kronikel (1998), teachers did not fight just for their own interest. They were also striving to give quality education to all the youths of today amid the burden of starvation wages and heavy workload. Activist teachers actively participated in activism and at the same time executed well their jobs as teachers. In Mindanao, activist teachers were proven as good leaders. KAMKEM-ACT Board of Director Luz Ilagan was elected as Davao City Councilor. The first KAMKEM-ACT Chair for Mindanao Anita Banalo became principal, then a supervisor in her respective district in Bislig, Surigao and in the latest development she became the Vice Mayor of the said place. Another active KAMKEM-ACT Officer became a prominent in his position was Augusto Gonzales who became a prosecutor of Davao City Court. Last 2001-2004, Hon. Bethoven Orcullo, an officer of teacher Center of the Philippines is an elected councilor for the 3rd district of Davao City. Not to mention the founding Chair of Alliance of Concerned Teachers Congresswoman Eta Rosales, was elected as one of the Congresswoman of the Republic. Teacher Activism and Educational Reforms Professionalism implies a kind of normative power. In the discussion on teacher activism, it refers to the legitimacy of their professional discretion. Teachers need to understand how their autonomy can form the basis of a new profession. Maxcy (1999) argued that teaching professionals ought to have the power to make policy and policy decision. Educators must possess leadership in policy and decision-making affecting learning in schools. Bascia (1997) and many others commented that teachers are positioned to evaluate the impact and validity of state-imposed standards through their deeply rooted visions and daily commitments to student learning. Teachers are always crucial to the success of school reforms. Clandinin and Connelly (1999) said that teachers are partners in policy development. Lo Mun Ling (2002) viewed the teachers as politically aware change agent. They operate to change the working conditions by reforms which drive them to become activist (Robertson and Smaller, 1996) Studies had discovered that if teachers strengths can be identified and built on, there will be a genuine educational reform (Lo Mun Ling, 2002). Teacher reformers come in many guises, some without leadership titles (Mullen & Burg, 2001). Within the world of practice, the goal would be to increase the power of teachers to propose reforms themselves. Educational executives, managers, and administrators must look at teachers’ activism as means of change, and for teachers to be partners in the formulation of educational policies that would contribute to the advancement of the educational enterprise. Lo Mun Ling (2002) in his study, explicated that there are three major perspectives on teachers’ knowledge and professional development. First is the technical perspective, which argues that knowledge is generated from formal. According to this perspective, professional development involves the acquisition of this knowledge by teachers and its faithful application in classrooms. The professional competence referred to this perspective is judged by the effectiveness of teachers’ practices in achieving the stated aims of the curriculum devised by others. Second is the practical perspective hold that teachers’ practical knowledge is as valuable as formal knowledge derived from academic research. Professional development requires teachers to articulate their own theories in use, to make explicit their practical knowledge, and engage in action research to learn and improve teaching. Third is the critical perspective which stresses the social and political context of schooling and sees the teacher as political activist. Professional development requires teachers to realize the constraints imposed by institutional structures and sociopolitical forces may distort those educational aims. Teachers are expected to research their practice and take actions to correct injustices (Carr & Kemmis, 1986; Zeichner & Tabachnik, 2001). These perspectives focus on how people moved from one perspective to another. While each of these three perspectives suggests different degrees of teacher activism, it is only in the critical perspective, which embodies a conception of the teacher as politically aware change agent who operates to change the working culture of the school. Whereas the dramatic and systematic reshaping of teachers’ working conditions by reforms drive teachers to become activists (Robertson & Smaller, 1996) Teachers who manage change in schools are proactively changing their schools (Jackson, 2000; West 2000; Mullen with Stover & Corley, 2001) The Tale of Two Teachers: Teachers’ Responses to an Imposed Curriculum Reform analyses the impact of curriculum reform on two teachers’ professional lives in a typical primary school in Hong Kong, and the processes through which both teachers became empowered and took actions to influence the reform and the policy of their school. Studies made by other researchers are reviewed to further enrich this study. It proves that effective teachers possess highly valued characteristics. It corroborated the idea that a good teacher influences students and people through his/her characteristics. Richey and Fox (1997) conducted a study wherein students were asked to check the attitudes of the teacher they liked best. The following traits were; a.) can explain lesson clearly; b) is fair in giving grades; c) is willing to give extra help when needed; d) has good sense of humor; e) gets along well with other teachers; f) masters her subject-matter; g) possesses an agreeable disposition; h) smiles a lot; i) has a pleasant speaking voice; j) understands student problems; k) does not practice favoritism; l) is attractively dressed; m) is friendly in and out of school; n) has shows interest in students; o) is businesslike in the classroom; p) is punctual; r) does not gripe about things; s) insists on hard work; t) helps students who are in trouble; u) appreciates a good work; v) pleasant in appearance; w) does not shout at students in front of the others; x) does not get angry with students; and y) does not make students work hard. A recent dissertation study by one of the authors of the Roles and Responsibilities of Teachers (http://www.projectchoices.org/faq-roles…,1998 at educating students1998) reveals similar findings. The top ten attitude identified in the study included: 1) Accepting/caring/ compassionate/ love for children; 2) flexible/adaptable; 3) collaborative/ cooperative; 4) belief in an education which is inclusive; 5) child-centered; 6) uses a variety of teaching strategies; 7) positive attitude/optimistic; 8) open-minded; 9) organized; and 10) knows and values individual needs and gifts. Gendrano (1997) reported a similar result when he made a study of teacher evaluations done by students. The students were asked to rate their teacher’s good points as well as weaknesses and concluded, that a teacher should first be a good teacher, regardless of his personality attributes. In “What Makes A Good Teacher?” Traina (1999) found that the most distinctive patterns in the description of a good teacher are competence in the subject matter, caring deeply about students and their success, and distinctive character. These attributes were evident regardless of the level of education or the subject matter being taught. And according to this author it should not be surprising that a vital bond through all levels of education should be the “good teacher—the competent and caring character”. The best teachers however, as confirmed in a subsequent research, are those who produce the most achievement in students. These teachers are lively and imaginative and are able to present their subject matter in a stimulating way. (Traina,1999;http:// www.teachers.char.com) The survey results of a study conducted in University of Wollongong Australia (Vialle, 2005) demonstrates that the personal characteristics of teachers are highly regarded by selective 3rd and 4th year high school students. Bar, (1997) in summarizing studies conducted to find out the prerequisites and attitude of successful teaching, has enumerated the following factors: 1) Teachers knowledge of the subject he is teaching. 2) Skills in the use of language. 3) Ability to use the different methods and techniques of teaching. 4) 4) Scholarship and 5) Good health. A study on the teacher attitude assessed before or during the teacher training process indicates the importance of communication skill. This supports the idea that communication skill encompasses an important teacher characteristic. Teacher knowledge, classroom planning, management, performance skills and instructional skill are believed to be some of the more important behaviors. (http://www.valdosta. peachnet Edu-whuitt/pay702/teacher/char. Htm, 2001) Moses (1998) discerned that the common elements of “good teaching” were the
following: competencies – a wide and deep subject knowledge; good preparation,
organization and structure of presentation; clear concise delivery which enables
students to take notes; preventing boredom through presentation of subject
matter with examples; illustrations and audiovisual were appropriate;
approachability and willingness to help student: genuinely and informally in
both lectures and tutorials; an air of expecting students to contribute with
intelligent comments; a willingness to discuss any aspect of assigned work to
help students stay on track to think critically and to use the right references;
showing a real concern for students; and finally a professional attitude. Moses
concluded that the most important qualities of good teacher are: Benhan (1998) in a study of creative teacher behavior describes some attitudes for good teaching as follows: 1) Invent creative techniques in the course of his day to day activities. 2) Act consistently with their control beliefs. 3) Identify and define possible skills, knowledge, and ways of working and personal attributes of the learners. Miranda (1998) made a study regarding teacher behavior at the University of
Mindanao and came up with the following findings: The point of similarity of this study with the present study is that
teachers’ characteristics are determinant of the level of activism of teachers
in the Department of Education. Theoretical and Conceptual Framework This study is anchored on the Political-Economy Paradigm of Development (Web Development Team, 1997), which focuses on the nature of the process of development. According to this paradigm development is seen necessarily to enhance people’s deepest core values. It is liberational in the sense that people are to be freed from oppressive and exploitative social and economic relations within a society, and in the people’s relations with other societies. Corollary to the paradigm, people and nations are believed to be subjects rather than objects of development. If teachers are to be freed in their present situation, and if educational executives, managers, and administrators will look at activism as means of change, teachers become subject in the formulation of education policies. They can contribute well for the advancement of the school and that there will be genuine development in the educational system and the dream for educational system’s reform. In the theory of reconstructionism by Dr. Stephen R. White, D.A. (http://www.lesn.appstate.edu/les_perspective/Mar_02/Stephen%20White's%20Article_March02.htm) it asserts that educators must develop curricula and pedagogical techniques specifically to reconstruct society and educational practices from its current state. The role of teachers is that of change agents and social architects. The overriding idea is that education is a strategic social institution. There must be a shift in educational orientation manifested in social changes. For social change to occur, teachers must first be strong advocator for change. It is strengthened in the evolutionary theory where Darwin’s work on evolution influenced very much in the evolutionary theory in the social science and can be explained in the classical evolutionary theory, society is viewed like “an organism with specialized structures facilitating survival and in this regard education is an integrative structure that renders maintenance of stability. Similarly change occurs by stages of development, from simple or primitive to complex “modern” or lower-to higher-order forms” (Abuso, Garcia, Labayen, and Baretto, 1997) Schools particularly teachers play crucial role in the maintenance and stability of the society. Their effective and highly regard characteristics and their activism openly initiate change. Likewise, Cohen (in Paulston, 1976) contends that the development, reform and elaboration of institutions like schools is part of the natural history of society or its stage of cultural development. The evolution theory is reinforced by the structural-functional theory both are advocate of adaptive change. It is a type of change that society can accommodate without disrupting the stage of stability or equilibrium. Teachers equipping themselves in any effective characteristics while joining and participating in any forms of legal struggle in some issues such as activism in philosophical, political, economical, and socio-cultural just to initiate change, and the educational institution can formulate some educational policies which are applicable to education sector. This does not disrupt life in general because it entailed incremental change and formulated educational polices manifest changes in the education sector and a newly improved policies will govern. This case can clearly be explained in the presentation of the thesis versus anti-thesis which will come up into synthesis (http://en.wikipedia.org/wiki/Thesis,-antithesis,synthesis, 2006). The unimplemented well educational polices is our thesis as being counteracted by the teachers’ activism as anti-thesis and the newly formulated educational policies is the synthesis. This study conceptualizes that the characteristics of the teachers is the independent variable as indicated in terms of sociability, emotional control, dominance, warmth, and agreeableness have something to explain with the dependent variable which is the level of activism as indicated in terms of their participation in philosophical, political, economic, and socio-cultural aspects. The findings of this study will be the basis for educational policy formulation. Figure 1 presents the conceptual paradigm of the study.
Figure 1: Conceptual Paradigm of the Study The primary objective of this study is to describe the teachers’
characteristics and level of activism of Department of Education teachers and
formulate educational policies based on the results of the study. 1. What is the level of Department of Education Region XI teachers’
characteristics in terms of: 2. What is the level of Department of Education Region XI teachers’ activism
in terms of: 3. Is there a significant relationship between the teachers’ characteristics and their level of activism? 4. On the basis of the findings, what policies can be formulated? The study tested the null hypothesis: |
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