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Chapter 3 RESULTS AND DISCUSSION
Table 2 -The Level of Teachers’ Characteristics of the Respondents of the Study In terms of sociability, the mean score was 4.05 which implies that teachers in the study can easily maintain a smooth relationship with others. In this sense, it can also be inferred that the teachers do not have problems in relating to their administrators and to other people in the community. This finding is consistent with what was reported in Teacher vision.com (2006), that teachers must understand the social and emotional growth not only of his or her students but to the social and emotional growth of other people as well In emotional control, the teachers’ mean score was 3.98 suggesting a high level in this characteristic. This means that they have a strong self- control, less impulsive and remain calm under pressure and during stressful situations. An implication to this finding is that the teacher respondents of the study are not easily upset and are emotionally stable. While Baiocco and De Waters (1998) emphasized that teacher who knows themselves, can express their emotions positively and sincerely they also understand the feelings of others. They inspire students to learn. Rosenbloom and Ash (2005) in their survey observed that a person who is high in emotion likes to be in the thick of the action, and typically interacting with other people, while a person low in emotion likes to be away from the noise and hubbub and crowds. The teachers’ level of dominance was moderate (3.12) which means that they are tactful in the expression of their opinions and they can let things go. They do not tend to be very pushy about obtaining what they want. This implies that the teachers in the study understand on the feelings of others. In the same way, a teacher’s tact will enable him to handle delicate students and opposing viewpoints. Their choice of words are astute rather than clumsy (http://www.tactful.teacher.char, 2006) Teachers’ warmth was high (3.90) which means that they can easily engage others in conversation. They are enthusiastic, spontaneous, and lively. They enjoy people who show their emotions openly. This finding implies that these teachers are not difficult to deal with. Research by James Neill (2004) he found out suggested that teacher’s warmth tends to be associated with student creativity. Teachers who like their pupils tend to have pupils who like one another. Emotional security is highest in students whose teachers are warm, understanding and business-like. Furthermore, research results indicate that certain personality characteristics influence student evaluations of teachers (Acikgoz, 2005) For instance, from the students’ points of view, teachers who posses characteristics such as warmth, enthusiasm, and extroversion are apparently effective teachers. The high level of empathy of the teachers (4.26) implies that they consider the feelings of others in dealing with the people. They are considerate and supportive to others. They apologize when they make mistakes. They listen to what others say. This finding implies is that these teachers are approachable and not difficult to deal with. As what Tangonan (2003) stated in her dissertation, empathy and understanding are expressions of 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. While Baiocco and De Waters (1998) emphasized that good teachers exude optimistic outlook, emotional self-awareness and self-control. They are expressive, empathic; and have the ability to organize and manage groups. Studies show that teacher's ability to be empatic can also be associated with student success. Teachers who exhibit high levels of self-efficacy use more positive reinforcement, prefer to work with the whole 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, slow to express anger and not easily depressed under difficult circumstances. They have a balance of feelings of self-worth and self-regard, (Teacher Vision.Com, 2006). This finding also supports what Stiles (1997) said that teachers must create relationships and experiences with students. This finding is consistent with what Richey and Fox (1997) contended that
good teachers get along well with others. This finding also supports what was
mentioned in the internet that teachers must have positive attitude, optimistic,
and open-minded (educating students, http://www.projectchoices.org/faq-roles,
1998). The Level of Activism of Department of Education Teachers The researcher presents the level of activism of the teachers in Table 3. As can be observed, the teachers’ activism in terms of philosophical, political, economic, and socio-cultural issues; and overall activism all have a high characteristic level. On activism in philosophical issues, the Department of Education teachers obtained a mean score of 4.33 suggesting that to a high extent they exercise their rights to self-organization and discharge their responsibilities in accordance with the organization’s philosophy/vision, mission, and goals. They believe that they have a role in the promotion of nationalist, scientific, and mass-oriented education and interested in fighting their rights and welfare. They also believe that they are the best agents for change and play a vital role for the transformation of the society. These teachers actively defend their rights by monitoring politically repressive educational policies and encourage their co-teachers to freely express their conditions and situations. This finding is in consonance with what Sadsad (1997) said that teachers must have social and philosophical stability. As what the Confederation of Independent Unions in the Public Sector (2002) believes, teachers as public sector workers play vital role in running the affairs or our nation and considered as the vital cogs in the wheels of development. In terms of activism in political issues the obtained mean score of 4.34 implies that the DepEd teachers, to a high extent, are proud to be members of teachers’ organization and or association. They join the collective discussion on problems that may arise in the teaching profession; cooperate in the activities of teacher’s organizations and associations; maintain harmonious relationship with members of teacher’s organizations; attend in the teachers’ organizational meetings and conferences aimed to discuss political issues; join training that would lift up the level of consciousness and awareness of teachers; abide the rules and regulations governing teachers; and join activities that will assert teacher’s political rights. Likewise, teacher unions, associations are very important to promote teacher activism.
Table 3 - The Level of Activism of the Department of Education Teachers in Region XI 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. Likewise John Dewey said in his writing “Why I am a member of teachers’ union,” published in the American Teacher a publication of the American Federation of teachers, January 1928 (http://www.nmft.org/jdewey.html, 2005) accentuated If all teachers were within the teachers unions, and if they were...active working members who came into contact...with the working men of the country and their problems, there will be reform to improve education. This finding is in accord with what Tobin (2002) explained that teachers must also be activist in political issues. On activism in economic issues, the obtained mean score is 4.13 suggest that the DepEd teachers to a high level participate to lobby the Issue on salary increase, join rallies aimed to voice out teachers’ demands on increase of benefits and allowances, fight for the constitutional mandate that education sector must be given priority budget in the National Government; support through their presence to any hearing in the local government to solve the economic condition of the education sector; join in any form of legal struggle to solve the education sector’s problem such as lack of school facilities, classrooms etc., launch economic related projects such as cooperatives partially to end up poverty among teachers, sign up manifesto against economically repressive issues such us oil deregulation law and etc. In line with this, Duka (1999) put emphasis that if the government really wants to improve the quality of Philippine education, it should not look further, but instead focus its attention on the lowly-paid classroom teachers, and provide them with a just humane compensation, equitable to their sacrifices. He added that inability of the government to lift the standard of living of the teachers is the reason why teaching profession cannot attract talented students; these students believe that if they will become teachers they will be joining the rank of “demonetized” professionals in the country. In the present teachers condition the worse scenario is existing, teachers who have already been teaching for considerable number of years are resigning and leaving the country to work abroad as domestic helpers, baby sitters, and teachers. No one can teach efficaciously if his/her children are starving and his/her basic needs are not meet (Abundo, personal interview, December 10, 2005). Correspondingly with this finding, Cuison (personal interview, January 15, 2006) said that we cannot negate the fact that quality education is impossible if the public school teachers will continue selling goods on the side walks, selling beauty products in the schools campus, just to earn extra income, Quality education is unreachable if the teachers who are expected to nurture young minds are frequently found in the streets, protesting and striking, seeking redress for their grievances. But they will not sop doing this unless the government heeds their constitutional claims - not with threats of suspension or dismissal, not with empty promises of the sugar-coated tongues of politicians and officials, but with concrete educational reforms, and proper and full implementation of the mandates of Article XIV, Section 5 (1 & 5) and other pertaining laws to their rights (Duka, 1999). In terms of activism in socio-cultural issues it also obtained a mean score of 4.20 suggesting that DepEd teachers to a high extent: integrate in their daily lesson the issues concerning women and gender fair.; They also integrate in their daily lesson the issue concerning the fight of the Indigenous People for ancestral domain; help to increase the level of awareness of the children for their rights and welfare, and participate in the promotion of programs, which will uplift and preserve Filipino values and indigenous culture particularly in Mindanao; These teachers also participate in a community exposure/immersion to deepen their understanding on cultural diversities, and help launch literacy, numeracy training, and para-teachers’ training in their community. To strengthen this finding, in an interview with Bonifacio Bulac (May 5, 2005) he 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, Indigenous People etc. This is supported by the statement of Nicanor Gonzales when he was interviewed (January 5, 2005). The Correlation between Teacher Characteristics and Level of Activism The researcher presents the correlation between teacher characteristics and their activism in Table 4. As can be seen from the table, all the correlation coefficients between each of the teacher characteristics and activism are significant at = 0.05 level of significance. The null hypothesis therefore on the non-significance of the relationship between teacher characteristics and teacher activism is rejected. There is indeed a significant relationship between teacher characteristics and their activism which means that characteristics of the teachers is correlated to their level of activism. It is likely to say that the better their characteristics are, the more active they are.
Table 4 - Correlation between Teacher Characteristics and Level of Activism From the findings of the study, it can safely said that sociability, emotional control, dominance, warmth, empathy, and agreeableness have some predicting capacities in determining the level of activism in philosophical, political, economic, and socio-cultural issues, and the entirety of activism per se. Thus, it can also be safe to say that the higher is the level of the teachers’ sociability, emotional control, dominance, warmth, empathy, and agreeableness, the higher is their level of activism in philosophical issues philosophical issues, activism in political issues, activism in economic issues, activism in socio-cultural issues, and the entirety of activism. This finding confirms the theoretical foundation of the study that teacher characteristics are determinants of teacher activism. Educational Policy Formulation On the basis of the findings the following policies can be enhanced, developed, formulated and be implemented well. 1. Magna Carta For Public School Teachers which was purposely approved by the Congress to improve the social and economic status of the public school teachers (Gegorio, 1976). 2. Labor Standard Laws – those that provide for the pay and other legal benefits to which the worker, while at work, is entitled to receive from their agency a particular examples on these laws are Salary Standardization Law, Executive Orders issued by the OP and National Budget Circulars issued by DBM. (Confederation of Independent Unions in the Public Sector - CIU, 2002) 3. Welfare Legislations – those that require payment of benefits by government agencies to the worker or his family when and while he cannot work, by reason of sickness, disability, old age, death and similar hazards. Examples of these laws are Government Service Insurance Service Act of 1997, Philippine Health Insurance Act and Civil Service Rules on Sick, Rehabilitation leave and menstruation leave for women (Confederation of Independent Unions in the Public Sector - CIU, 2002) 4. Labor Relation Laws – Those intended to stabilize the relations of employees and their agency, adjust differences between them thru collective negotiation agreements and settlement of disputes. Examples on these laws are: Executive Order No. 180, policies of the Public Sector Labor Management Council and Civil Service Rules on Grievance Machineries (Confederation of Independent Unions in the Public Sector - CIU, 2002) Educational Policy Formulation This section is a presentation of the educational policy formulation based on the findings of the study. I. Title of the Intervention: ONE WEEK SEMINAR WORKSHOP ON POLICY FORMULATION II. Rationale : The findings of the study show that teacher characteristics such as sociability, emotional control, warmth, empathy, agreeableness, except dominance, all have high level of characteristic and the activism of teachers such as activism in philosophical issues, activism in political issues, activism in economic issues, and activism in socio-cultural issues , all have a high level of activism. All the indicators of teacher characteristics are related to all the indicators of activism. The overall findings of the study necessitate policy formulation. III. General Objective The general objective of the study is to develop policies based on the needs of the teachers, administrators and students for the betterment of quality education and harmonious relationships among the constitutions of the school community. IV. Participants Teachers V. Key Results The expected output of the seminar – workshop is set of Formulated polices based on the identified need of the teachers in the Department of Education in Region XI.
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