i

CHALLENGES AND COPING OF NEWLY-HIRED TEACHERS ASSIGNED

IN FAR-FLUNG SCHOOLS IN RELATION
TO THEIR PERFORMANCE

A Dissertation
Presented to
The Faculty of the School of Graduate Studies
STI West Negros University
Bacolod City

In Partial Fulfillment of the Requirements for the Degree

Doctor of Philosophy
Major in Educational Management

LORD IVAN A. PANCHO

December 2020
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STATEMENT OF APPROVAL

In partial fulfillment of the requirements for the degree Doctor of

Philosophy Major in Educational Management, this thesis entitled
CHALLENGES AND COPING OF NEWLY-HIRED TEACHERS ASSIGNED
IN FAR-FLUNG SCHOOLS IN RELATION TO THEIR PERFORMANCE
has been prepared and submitted by Lord Ivan A. Pancho, who is
hereby recommended for oral examination.

REY T. ESLABON, Ph.D

Adviser

Approved by the Committee on Oral Examination with the rating of

PASSED.

LILYBETH P. ESLABON, Ph.D

Chairperson

LUIS P. SERVIÑAS, Ph.D RAMMY A. LASTIERRE, Ph.D

Member Member

WILFREDO O. HERMOSURA, Ed.D

Member

Accepted and approved in partial fulfillment of the requirements

for the degree Doctor of Philosophy Major in Educational
Management Passed the Written Comprehensive Examination on July
2020.

LILYBETH P. ESLABON, Ph.D

Dean
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ABSTRACT

CHALLENGES AND COPING OF NEWLY-HIRED TEACHERS ASSIGNED

IN FAR-FLUNG SCHOOLS IN RELATION
TO THEIR PERFORMANCE

Lord Ivan A. Pancho

Deped Order No. 02, s. of 2015, Guidelines on the Establishment

and implementation of the Results-based Performance Management

(RPMS) and Philippine Professional Standard for Teachers (PPST) of the

Department of Education which serve as the guidelines on the

establishment and implementation to measure teachers’ performance

anchored on the thrust of the Department of Education in the provision

of quality education.

Newly- hired teachers faced challenges and struggles when they

are assigned in far-flung places due to the difficulty of transportation and

accessibility in reaching their respective assigned schools. Teachers must

cope with those challenges through establishing relationship in

strengthening commitment as an important factors that they should

consider.

This study aimed to seek the challenges encountered and coping

of the newly-hired teachers in relation to their performance in the

Schools Division of Himamaylan City.

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The study variables include the teachers’ age, status, and length of

service. The study focused on the Newly-Hired Teachers assigned in the

Far-Flung Schools. This effort offers us an opportunity to help enhancing

school program plans to address teachers’ concerns assigned in the far-

flung schools.

The result revealed that the challenges encountered of the Newly-

Hired Teachers assigned in the Far-Flung Schools according to the areas

Mode of Transportation, Physical Facilities/Water and Food Supplies,

and Learning Environment/Resources were highly extent.

Also, results showed that on the level of coping of the Newly-Hired

Teachers assigned in the Far-Flung Schools according to the areas Mode

of Transportation, has interpreted as High Level and both Physical

Facilities/Water and Food Supplies, and Learning

Environment/Resources were interpreted were Very High Level.

Level of performance of the Newly-hired Teachers assigned in the

far-flung schools revealed that the level of performance were Very

Satisfactory.

Enountering a range of challenging experienced was expected

when newly-hired teachers are assigned in the far-flung areas. Thus,

coping strategies, both personal and professional, helped them to endure

the situation they are presently experiencing in order to survive the

everyday challenges.
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ACKNOWLEDGEMENT

The researcher would like to extend his deepest gratitude to the

Dean of School of Graduate Studies, Dr. Lilybeth P. Eslabon for the

permission of conducting this study and shared expertise to make this

research a reality.

Moreover, the researcher would like to express his deepest gratitude

to his Dissertation adviser, Dr. Rey T. Eslabon, who worked closely with

this study and has been an ever present beacon of support,

encouragement, and advice. His guidance, expertise, patience, motivation

and enthusiasm helped a lot to successfully complete this research

study.

To the members of the panel, Dr. Wilfredo Hermosura, Dr. Luis

Serviñas and Dr. Rammy Lastierre who are considered as the key

persons in the realization of this study. The researcher truly salutes

their expertise surmount what seem to be an uphill task. Grateful always

to their time, suggestions, recommendations and inspiration, in allowing

him to get the necessary information needed to make this work possible.

To the Newly-Hired Teachers assigned in Far-Flung Schools, this

study would have been impossible without your invaluable contributions

and participation. Thank you so much.

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To Risa, Efren, Sheila, Edward, Desiree, Jezrel and Aireen and the

whole RTTongsonians faculty family who helped and giver their words of

encouragement and understand me in the time of conduct of this study.

DEDICATION

The researcher lovingly dedicates this book to:

Our Almighty God, who is the soruce of everything, for the knowledge

showered upon me, and for giving me the strength to complete this

study.

To my father, Mariano Raca Pancho and Rosenie Orencio Avanceňa for

their wise counsel and sympathetic ear and even for financial

and moral support.

Newly-Hired Teachers assigned in Far-Flung Schools for your inspiration

and support in the personal and professional life.

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TABLE OF CONTENTS

Title Page i

Statement of Approval ii

Abstract iii

Acknowledgement v

Dedication vi

Table of Contents vii

List of Tables x

Chapter Page

1 INTRODUCTION 1

Statement of the Problem 2

Hypothesis of the Study 4

Assumption of the Study 4

Study Variables, Indicators and Categories 4

Theoretical Framework 5

Conceptual Framework 6

Scope of the Study 8

Significance of the Study 8

Definition of Terms 10
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2 REVIEW OF RELATED LITERATURE

AND STUDIES

Conceptual Literature

Foreign 14

Local 16

Research Literature

Foreign 21

Local 26

Synthesis 32

3 RESEARCH METHODOLOGY

Research

Design 34

Respondents of the Study 35

Locale of the Study 35

Data Gathering Instrument 37

Validity 38

Reliability 39

Data Gathering Procedure 40

Analytical Schemes 41

Statistical Tools 42

4 PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA

Profile of the respondents in terms of the 45

following variables age, sex, and highest
educational attainment
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Extent of implementation of Indigenous 47

People’s Education as assessed by the
teachers’ and the learners’ themselves
according to the following areas,
Curriculum and Symbolic Culture

Extent of implementation of Indigenous 55

People’s Education as assessed by the
teachers’ and the learners’ themselves
when they are grouped according to the
aforementioned variables

Comparative analysis in the extent of 71

implementation of Indigenous People’s
Education as assessed by the teachers’
and the learners’ themselves when they
are grouped and compared according to
the aforementioned variables

5 SUMMARY OF FINDINGS, CONCLUSIONS

AND RECOMMENDATIONS

Summary of Findings 78

Conclusions 80

Recommendations 82

6 INTERVENTION PLAN

Rationale 86

REFERENCES

APPENDICES

CURRICULUM VITAE
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LIST OF TABLES

Table Title Page

1 Distribution of Respondents 35

2 Profile of the Respondents 45

3 Profile of the teachers in terms of the following variables

age and highest educational attainment 46

4 Extent of implementation of Indigenous People’s

Education as assessed by the learners on the area
of Curriculum 47

5 Extent of implementation of Indigenous People’s

Education as assessed by the learners on the area of
Fundamental Cultural Proficiency 49

6 Extent of implementation of Indigenous People’s

Education as assessed by the teachers on the area
of Curriculum 51

7 Extent of implementation of Indigenous People’s

Education as assessed by the teachers on the area of
Fundamental Cultural Proficiency 53

8 Extent of implementation of Indigenous People’s

Education as assessed by the learners on the area
Curriculum when they are grouped according to Age 55

9 Extent of implementation of Indigenous People’s

Education as assessed by the learners on the area
Fundamental and Cultural Proficiency when they
are grouped according to Age 58
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10 Extent of implementation of Indigenous People’s

Education as assessed by the learners on the area
Curriculum when they are grouped according to Sex 59

11 Extent of implementation of Indigenous People’s Education

as assessed by the learners on the area Fundamental and
Cultural Proficiency when they are grouped
according to Sex 61

12 Extent of implementation of Indigenous People’s

Education as assessed by the teachers on the area
Curriculum when they are grouped according to Age 63

13 Extent of implementation of Indigenous People’s

Education as assessed by the teachers on the area
Fundamental and Cultural Proficiency when they are
grouped according to Age 65

14 Extent of implementation of Indigenous People’s

Education as assessed by the teachers on the area
Curriculum when they are grouped according to
Highest Educational attainment 67

15 Extent of implementation of Indigenous People’s

Education as assessed by the teachers on the area
Fundamental and Cultural Proficiency when they are
grouped according to Highest Educational attainment 69

16 Significant difference in the extent of implementation of

Indigenous People’s Education as assessed the learners
on the area Curriculum when they are grouped and
compared according to the aforementioned variables 71

17 Significant difference in the extent of implementation of

Indigenous People’s Education as assessed the learners
on the area Fundamental Cultural Proficiency when they
are grouped and compared according to the
aforementioned variables 73

18 Significant difference in the extent of implementation of

Indigenous People’s Education as assessed the teachers
on the area Curriculum when they are grouped
and compared according to the aforementioned variables 74
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19 Significant difference in the extent of implementation of

Indigenous People’s Education as assessed the teachers
on the area Fundamental Cultural Proficiency when they
are grouped and compared according to the
aforementioned variables 76