Garuda - Garba Rujukan Digital

Filipino Work Values and Job Satisfaction among Teachers of Selected Elementary Schools in the Division of Zambales Laurenio Jr, Welmer A.; Cabal, Esmen M.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 12 (2023): International Journal of Multidisciplinary: Applied Business and Education Res
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.04.12.30

The study investigates the relationship between work values and job satisfaction among teachers, aiming to understand how teachers' values influence their overall job satisfaction. Specifically, the focus is on Filipino work values among elementary school teachers in the Division of Zambales. A survey questionnaire was employed to assess the work values and job satisfaction of teacher-respondents. Results revealed a demographic profile of primarily female teachers in the early middle-aged group, married, Roman Catholic, Master's degree holders, with substantial teaching experience, occupying the position of Teacher I, and earning an entry-level monthly income. Filipino work values received high ratings, emphasizing their significance in shaping professional attitudes. Teacher-respondents expressed a high level of job satisfaction. Significant differences in Filipino work values were identified, including intellectual achievement orientation, interpersonal values, managerial values, material values, occupational values, religious values, organizational values, and variety values, based on various demographic factors. Similarly, significant differences in job satisfaction were noted concerning job security and job responsibilities. The study established a significant relationship between Filipino work values and job satisfaction among elementary teacher-respondents. Recommendations include a thorough evaluation of work values by the Human Resource Management (HRM) Office before employee promotion. Future research should expand the scope to validate and generalize findings, contributing to a more comprehensive understanding of Filipino work values and job satisfaction among teachers.

Filipino Work Values and Job Satisfaction among School Heads of Selected Elementary Schools in the Division of Zambales Laurenio Jr, Welmer A.; Cabal, Esmen M.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 12 (2023): International Journal of Multidisciplinary: Applied Business and Education Res
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.04.12.29

nderstanding work values and their impact on career behavior is crucial in organizational settings. This study aimed to investigate Filipino work values among school heads in selected elementary schools in the Division of Zambales and its relationship to job satisfaction. Utilizing survey questionnaires, data was collected from school head-respondents to assess their work values and job satisfaction levels. Result showed that Filipino work values were rated as highly important by the school head-respondents, and overall job satisfaction was reported to be high. Significant differences in Filipino work values were observed based on various factors. Specifically, environmental work values varied significantly when grouped according to monthly income, familial work values varied significantly based on position/designation and monthly income, and organizational work values differed significantly when grouped according to sex. However, no significant differences in job satisfaction were found when school head-respondents were grouped based on profile variables such as job security, work environment, job responsibilities, and community linkages/attachments. Based on these findings, it is recommended that the Human Resource Management (HRM) Office may consider thorough evaluation of work values prior to promotion of employees. Furthermore, future researchers may conduct further studies on the strategies on Filipino work values and job satisfaction among school heads involving a wider scope of sample and research locale to validate the findings obtained from this study. Understanding and promoting Filipino work values can lead to a more fulfilled and effective school leadership, ultimately benefiting the educational environment and overall school performance.

School Administrators’ Leadership Competencies and Teachers’ Resilience During Covid-19 Pandemic Hostallero, Michael Ballon; Cabal, Esmen M.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 12 (2024): International Journal of Multidisciplinary: Applied Business and Education Res
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.05.12.17

This study investigated the relationship between school adminis-trators’ leadership competencies and teachers’ resilience during the COVID-19 pandemic in the Zone 1 Division of Zambales for the school year 2020-2021. Using a descriptive research design, data were gathered from 136 randomly selected principals and teachers through a questionnaire. Results indicated that the school admin-istrators were rated "Excellent" in the leadership dimensions of managing change, solving problems, taking risks, setting vision, and demonstrating ethics and integrity. Similarly, teachers were assessed as "Excellent" in the resilience dimensions of self-awareness, realism, keeping calm under stress, empathy, and self-control. No significant difference was found in the perceptions of the school administrators and teachers regarding the administra-tors’ leadership competencies. However, a significant difference was observed in the perceptions of teachers' resilience. The study further revealed a positive high correlation between administra-tors’ leadership competencies and teachers’ resilience. Based on these findings, it was recommended that school heads continue to employ democratic principles, embrace new ideas, and adapt to change while maintaining ethical integrity. Moreover, strengthen-ing the partnership between school administrators and teachers is essential in achieving the school’s vision and objectives. Future researchers are encouraged to conduct parallel studies to validate these results and support the development of effective leadership practices.

School Heads’ Level of Competence in the Implementation of Inclusive Education Fabunan, Shirley H.; Cabal, Esmen M.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 2 (2025): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.06.02.21

This study assessed the competence of school heads in implementing inclusive education in the Schools Division of Zambales. Using a descriptive-survey research design, the study involved 32 school heads and 594 teachers from 13 districts. The competence of school heads was evaluated across five dimensions: instructional leadership, managerial leadership, strategic thinking and innovation, stakeholder engagement, and personal excellence. Data were collected through a structured questionnaire and analyzed using statistical tools such as mean, t-test, and ANOVA. The results revealed that school heads were highly competent in all dimensions, as perceived by both groups of respondents. Instructional leadership was characterized by effective collaboration with teachers, analysis of student work, and policy implementation promoting peace and diversity. Managerial leadership highlighted the establishment of systems for collaboration and alignment of staffing with school goals. Strategic thinking and innovation emphasized vision-setting, promoting creativity, and aligning school culture with educational objectives. Stakeholder engagement focused on fostering partnerships and building supportive networks, while personal excellence underscored traits such as resilience, accountability, and emotional intelligence. Despite the high competence ratings, challenges remain in translating inclusive education policies into practice and addressing resource limitations. Significant differences in the perceptions of teachers and school heads were noted, highlighting the need for enhanced communication and collaborative leadership. The study recommends continuous professional development, provision of resources, and strategies to foster resilience among school heads. Strengthening stakeholder engagement and data-driven decision-making are also essential to further improve the implementation of inclusive education and create equitable learning environments.

School Management Practices, Pupils’ Academic Achievement, and Teach-ers’ Work Performance During COVID-19 Pandemic Fontillas, Efigenia; Cabal, Esmen M.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 3 (2023): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.04.03.27

This study explored the perception of public-school teachers in Zone 1, Division of Zambales towards the management practices of the school heads during the COVID-19 Pandemic. Data on teachers’ work performance and the academic performance of the pupils were also considered. The researcher-made questionnaire was used as the data collection tool in a descriptive-survey research design with 352 public elementary school teachers. The school management practices included intra-school management and inter-school management practices. The study showed that the teacher respondents are rated outstanding in their work performance amidst COVID-19 and pupils attained a “Proficient” level of their academic performance as well. The study also revealed that there is no significant relationship between teachers' work performance and intra-school management practices, whereas there is a significant relationship between teachers' work performance and inter-school management practices. Furthermore, the study determined that there was a substantial correlation between the academic achievement of the students and the intra-school and inter-school management practices.

E-Learning Competencies for Elementary School Teachers in Botolan, Zambales, Philippines Datugan, Kimberly V.; Cabal, Esmen M.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 8 (2023): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.04.08.38

Teachers' communication has been forced online due to the spread of COVID-19. Although technology advancement has made many things possible, the transition to online learning isn't simple. This descriptive study measured the level and challenges encountered in E-learning among one hundred fifty elementary school teachers. This study investigated the level and challenges of E-learning among 150 elementary school teachers. The research measured competencies such as individual media competence, critical media competence, and educational design competence using a survey questionnaire. The majority of respondents were female teachers in the adult stage, with teaching experience and educational qualifications. The teachers considered themselves competent in E-learning and disagreed with the presence of challenges. However, there was a significant difference in challenges based on the highest educational attainment. An online training program was proposed to enhance E-learning competencies, and collaboration with agencies and software companies was suggested for technical assistance. Adequate technical and peer support during E-learning implementation were recommended. School heads were advised to focus on professional development emphasizing technology integration, and teachers were encouraged to utilize visualization tools. Collaboration between school heads and teachers was emphasized for the proposed training program and strategies to address challenges.

Title

Found 6 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 6 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 6 Documents
Search