This study aimed to understand public school teachers' experiences of work intensification on the required submission of a quarterly District Consolidated Report. The following questions are addressed: What is the workload of the public school teachers? What are the challenges & problems encountered in work intensification? What are the support extended by the school heads in the submission of report? What framework may be developed based on the result of the study?
Acknowledgement
I am greatly in debt to my family for giving me all the patience, considerations, and inspiration for sharing the pearls of wisdom during the times of hardships on this research.
Above all, I would like to express my greatest gratitude to the Lord for the blessings he has given me.
Joyce T. Pablo
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
A public school teacher’s workload yearly is supposed to be routinary as it entails the same professional responsibilities fully defined by the Department of Education (DepEd). However, the change of the Philippine Basic Education System had introduced additional responsibilities, different modalities of teaching, not to mention various school forms to be accomplished and submitted as year-end reports. It can be said that the work of public school teacher has intensified.
Work Intensification means more workload for each worker, it is the process of raising the expected workload of an employee by increasing the amount of tasks to be undertaken. Work intensification is a popular management strategy to increase productivity, but at the possible expense of employee mental stress. A study on work intensification was conducted in Australia by Fein (2017) which looks into the measures of well-being that is accounted for by work intensification, after accounting for the influence of working hours. They found that work intensification accounted for 7 percent of the unique variance in work-life integration and 5 percent of the unique variance in a measure of global life stress. In addition, our study provides evidence that work intensification operates to predict employee stress above and beyond the effects of worklife integration alone, while together both constructs account for 9 percent of the unique variance in a measure of global life stress. This proves that in order to achieve better worklife balance, employees need to consider both the structural aspects of work such as working hours, place of work, and working conditions, as well as the pace of work.
For a public school teacher in the Philippines, several reports are required by the Division for submission through the school Principal. Responding to this, Education Secretary Leonor Briones said the DepEd was simplifying its paperwork but that there were certain items “teachers have to do themselves.” The most that DepEd can do, is make an inventory of all teacher’s tasks, reduce the amount of clerical work but there are certain clerical things that the teacher has to do themselves.
In the Division of Lapu-lapu City, the Schools Division Superintendent issued Division Memorandum (DM) No. 187 on August 10, 2016 known as “Submission of Quarterly Test District Consolidated Report”. The memo requires the submission of a District Consolidated Report for all grade levels two (2) weeks after the conduct of the test.
Moreover, Tarlac City Schools Division issued DM No. 61 series 2019 with subject “Submission of Year-End School Reports in All Learning Areas” which required submission of reports in all learning areas on or before March 29, 2019. The reports must include the Report on Learning Outcomes in all learning areas for the fourth quarter; List of Most Learned and Least Learned Competencies for the fourth quarter, Report on Level of Proficiency for Fourth Quarter, Report on Final Level of Proficiency for the whole school year and Fourth Quarter Test Results.
In Ghana, Part 3.31 of the Teachers’ Code of Conduct (Rules of Professional Conduct for Teachers in Ghana) said “Submission of Reports and Data or Information is an obligation on a teacher upon a request from a superior officer, to submit reports and data or information timely without fail”
To consolidate is to bring, combine together (separate parts) into a single or unified whole. In the Department of Education (DepEd), the divisions, districts, and schools are required to make consolidated reports, quarterly or yearly, as the needs required.
The District Consolidated Report included the results of the quarterly examinations in all subject areas, the students’ level of competencies in all grade levels, and the percentage of correct responses in the tests. Every school year, quarterly district consolidated reports on the results of quarterly exam and level of competencies in all Grade Levels (elementary).The DepEd said that the reports teachers need to complete allow the agency and its teaching personnel to gather evidence aimed at identifying areas of improvement in delivering quality education.
However, additional requirements of paper works for submission on a set deadline intensify the public school teachers work. This is the reason why this study was conducted in order to understand the public school teachers’ experiences of workload intensification.
Background of the Study
Teachers are often burdened by the excessive paperwork of the Results-Based Performance Management System (RPMS), which takes away time from caring for themselves and their families. It also affects the quality of teaching, with employees dubbing the RPMS the "RegulasyongPahirap kay Ma'am at Sir" (Regulations that burden us). This dubbed phrase equates to intensified work of teachers.
The RPMS is a system in the DepEd that is supposed to ensure employees work towards achieving the department’s policies and priorities. It is also done to manage, monitor, and measure performance to identify efforts for improvement.
On top of the regular tasks of checking of students' quizzes, keeping master lists, creating lesson plans and instructional materials, teachers are heavily burdened by the reports they are required to submit under the RPMS, an assessment tool designed to squeeze state workers to perform beyond their capacities.
The researcher is a teacher of Bagong Barangay Elementary School (BBES) for 13 years and had long seen and encountered the difficulties of complying with the required submission of reports together with the co-teachers and would like to recommend some motivational approaches based on the result of the study.
Conceptual Framework
The office of the Chief Education Supervisor of Curriculum Implementation Division requires the submission of District Consolidated Report on the results of quarterly exam and level of competencies in all Grade Levels (elementary). This requirement is in addition to the official listed requirements as presented in Table 1 on a set deadline, and to be done and submitted every quarter of the school year.
The procedures at the school level are as follows:
After every quarterly exam the school testing coordinator shall collect test results in every subject by grade level. Compute the Mean (x ), convert the computed mean o Mean Percentage Score (MPS). Accomplish MPS Template 1-School MPS in two (2) copies. Submit 1 copy to the District Testing Coordinator and the second copy for school file. The School Testing Coordinator shall also submit the level of competence per Learning Competencies per subject area by grade level and submit to the district testing coordinator for district consolidation.
Given the above-enumerated procedures, the 65 teachers of Bagong Barangay Elementary School (BBES) need to comply with the submission of the District Consolidated Report every quarter or equivalent to 3 times in a school year.
Research Paradigm
Abbildung in dieser Leseprobe nicht enthalten
Figure 1. Research Paradigm
The research paradigm shows the connections of the variables to be measured to the flow of the study.
The Input collects the discussion on what are the are the workload of the public school teachers, the challenges and problems encountered in work intensification, and the support extended by the school heads.
The Process makes the analysis and interpretation of the collected data.
The Output represents the developed framework based on the result of the study.
Statement of the Problem
This study aimed to understanding public school teachers’ experiences of work intensification on the required submission of quarterly District Consolidated Report.
1. What are the workload of the public school teachers?
2. What are the challenges & problems encountered in work intensification?
3. What are the support extended by the school heads in the submission of report?
4. What framework may be developed based on the result of the study?
Scope and Delimitation
This study aimed to understanding public school teachers’ experiences of work intensification on the required submission of quarterly District Consolidated Report.
Utilizing descriptive research design, the study was conducted in the 6th District of Manila. The setting was in Pandacan, Manila. Bagong Barangay Elementary School (BBES) can be found in Pandacan, Manila.
The respondents of the study were the 14 teachers, 2 teachers form each grade levels from Kinder to Grade at Bagong Barangay Elementary School, (BBES).
To determine the teachers’ view of work intensification on the required submission of quarterly District Consolidated Report, the researcher interviewed 2 Teachers from each of the Grade levels Kinder to Grade 6 giving a total of 14 respondents. Combined purposive sampling ang random sampling were utilized in choosing the respondents.
The required District Consolidated Reports was described narratively in response to SOP question #1.
The data gathering was conducted on November 2019.
Significance of the Study
It is deemed that the following will benefit from this study.
District Supervisors. They will understand the difficulties of having additional paper works that may affect the classroom works of teachers.
School Heads. The result will inform them of the plights of the teachers and be more considerate of giving assigned tasks and deadlines.
Teachers. They may find ways to manage their time accordingly with the different pedagogical responsibilities.
Students. As the main recipient of the teacher’s work, they will know the loads of responsibilities of the teacher aside from educating them.
Definition of Terms
Given below are terms defined operationally for easy understanding of the reader.
District Consolidated Report. For this study it will refer to the results of quarterly examination and level of competencies of all elementary grade levels.
Quarterly submission. It is a scheduled submission requirement after every quarterly grading periods.
Workload. For this study, it refers to the several reports required by the Division for submission through the school Principal.
Work Intensification. They refer to the reports that are additional workload for teachers that these extra tasks pushed them "beyond capacity." The excessive paperwork, took time away from teachers in caring for their families, themselves, and teaching itself.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the literature and studies related to the teachers’ view on the required submission of quarterly District Consolidated Report.
School Summary Reports
The Summary of the Annual Statistical Report of Schools (SASRS) report provides Local Education Agencies (LEAs) and other interested parties the data submitted to the National Center for Education Statistics (NCES) by the Agency of Education. Consequently, data in SASRS are organized according to federal definitions. NCES uses this information to identify issues and trends in school finance, to assess the condition of school finance in each state and for making comparisons among states. Data submitted to NCES are also used to determine state allocations for some federal programs. Highlighted findings for this year's report include: (1) 341 Public Local Education Agencies (including 15 technical centers), submitted the FY16 Annual Statistical Report of Schools; (2) Total public school revenues are $2,044,339,149 but this amount includes $320,024,898 in interdistrict receipts for tuition, assessments, transportation and other services. Unduplicated public school revenues are $1,724,314,251; (3) There is a reported $1,496,700,230 in total public education PK-12 current expenditures. This represents an increase in spending of $25.1 million (1.7%) from the previous year's spending level. The Federal definition of Current Expenditures excludes community service and adult education program costs, capital outlay and equipment expenditures and principal and interest payments on longterm debt; (4) The FY16 statewide average Current Expenditure per Student in Membership is $18,615, a 5% increase from FY15. This change over prior year reflects an increase in overall Current Expenditures of 1.7% and a decrease in student FTEs of almost 3%. This figure is based on the "federal" definition of Current Expense, which incorporates special education and transportation expenditures in the definition. The student count is calculated by combining the number of Attendances and Absences for each Public School and dividing by the number of Session Days the school was officially in session. Students attending less than full-time are pro-rated into full-time equivalent (FTE) totals (Vermont Agency of Education 2016).
The Summary of the Annual Statistical Report of Schools (SASRS) report provides Local Education Agencies (LEAs) and other interested parties the data submitted to the National Center for Education Statistics (NCES) by the Agency of Education. Consequently, data in SASRS are organized according to federal definitions. NCES uses this information to identify issues and trends in school finance, to assess the condition of school finance in each state and for making comparisons among states. Data submitted to NCES are also used to determine state allocations for some federal programs. Highlighted findings for this year's report include: (1) 337 Public Local Education Agencies (including 15 technical centers), submitted the FY15 Annual Statistical Report of Schools; (2) Total public school revenues are $1,939,718,391 but this amount includes $265,303,590 in interdistrict receipts for tuition, assessments, transportation and other services. Unduplicated public school revenues are $1,674,414,800; and (3) There is a reported $1,471,552,497 in total public education PK-12 current expenditures. This represents an increase in spending of $27.5 million (1.9%) from the previous year's spending level; and (4) The FY15 statewide average Current Expenditure per Student in Membership is $17,774 (Vermont Agency of Education 2015)
The Summary of the Annual Statistical Report of Schools (SASRS) report provides Local Education Agencies (LEAs) and other interested parties the data submitted to the National Center for Education Statistics (NCES) by the Agency of Education. Consequently, data in SASRS are organized according to federal definitions. NCES uses this information to identify issues and trends in school finance, to assess the condition of school finance in each state and for making comparisons among states. Data submitted to NCES are also used to determine state allocations for some federal programs. Highlighted findings for this year's report include: (1) 339 Public Local Education Agencies (including 15 technical centers), submitted the FY14 Annual Statistical Report of Schools; (2) Total public school revenues are $1,854,533,097 but this amount includes $221,400,210 in interdistrict receipts for tuition, assessments, transportation and other services. Unduplicated public school revenues are $1,633,132,886; (3) There is a reported $1,444,003,421 in total public education PK-12 current expenditures. This represents an increase in spending of $29.6 million (2.1%) from the previous year's spending level; and (4) The FY14 state wide average Current Expenditure per Student in Membership is $17,152 (Vermont Agency of Education 2014)
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