Republic of the Philippines

Department Of Education

Region V

Division of City Schools

Sorsogon National High School

Sorsogon City

UNDERSTANDING HOW HIGHSCHOOL TEACHERS IN

SORSOGON NATIONAL HIGH SCHOOL

ADOPT TO WORK FROM HOME SCHEME

Group 1:

Charlz Ian Alvarina

Princess Charlotte D. Sermaña

John Philip B. Laguna

Eva M. Orogo

Reyner R. Ygona

Arwin Dichoso

Presenting to:

Ms. Evelyn E. Mella

SORSOGON NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL DEPARTMENT

JUNE, 2021
 CHAPTER I

THE PROBLEM AND ITS SETTING

1.1 Introduction

We are now facing a challenges in our lives brought by COVID- 19, this

pandemic change the way our life before, we don’t now when will this pandemic end.

People are tired because of this pandemic and one of that people’s is our great teachers.

Our teachers is physically and mentally tired because of the new normal in education but

still they serve and teach the students because they need to do their jobs because this is

their responsibility. Because of COVID-19, teachers and students suddenly find

themselves forced to use technology as they teach and learn.

The Department of education (DepED) release a memorandum that

all teachers in depEd teaching and non teaching shall work at home to prevent the

spread of the virus and to follow the IATF guidelines. To make the teachers safe they

need to work at home and continue their jobs so that our education here in the

Philippines will continue. Working at home is not easy for out teachers because they use

Teach in a classroom facing their students face to face and not facing a screen of their

Gadgets and teaching virtually. So we conduct a research how our teachers Successfully

adopt this new mode, by their experience this study will also be a success.

The researchers choose this topic “ understanding how Highschool

Teachers in Sorsogon National High School adopt to work from home scheme” to

Determine the effects of this set up to the teachers and also to know the experience

on how they adopt the work from home. The researchers conduct the study for its

purpose.
1.2 Research Questions

This study aim to determine the experience of the Highschool teachers in Sorsogon

National High school in Adapting work from home scheme.

Specifically, it sought to answer the following questions:

1. How do Teachers adopt to Working from home?

2. What can teachers do when working at home?

3. Should working at home continue after COVID-19? 

It is the hope that the answers to these research questions will help the readers to

give information and knowledge about working at home.

1.3 Scope and Limitations

This study focuses in those Highschool teachers in Sorsogon National high

school. This study would focus on the experience and hard time adapting the work from

home scheme and those teachers successfully overcome the new set up in work. The

selection of the participants are only 5 participants since there are many Highschool

teachers in Sorsogon National high school. We decide to select our participants to

present our study between 1 week and 3 weeks.

This research is designed to have a thorough knowledge to our Highschool

teachers And to share their experience of working at home. Also this study will give them

a lot of knowledge and information for them to understand the importance of working at

home in this time of pandemic.

1.4 Significance of the Study

This study is all about understanding the experience of our Highschool teachers in

Sorsogon National High School in adopting the work from home scheme during

Pandemic. Pursuing this study will serve and give readers several purposes the

researchers believe that this study will benefit the following:
To the Teachers

This study will help them to understand why they need to work from home during

this pandemic. Also this will help them to realize that working at home has a lot of

benefits for them like they can teach in anytime they want and they can do some other

work if they don’t have an online learning. Also Teachers working from home are able to

teach such students remotely using either synchronous and asynchronous approaches.

To the Student

This study will help the students to realize how hard for the side of the teachers

to adopt the new set up. We all know that other students are angry and disappointed to

the new normal in education, through this research they will understand how our teachers

having hard time to in this new set up. Also they will realize that working at home of the

teachers can have a benefits to them like they can sleep to relieve stress while waiting to

their class online.

To the Administration

This study will give them realization that working from home can save them a lot

of time and money and improve their productivity ultimately. Working remotely also

tremendously reduces the cost of the school.

To the Department of Education ( DepED)

This study will help them to see how our Highschool teachers having hard time in

this set up and so that they can have a fast action to the problems of the teachers. Also

this study will help DepED to understand the teachers that they just want to less the

infection and avoid the transmission among personnel and the community that could

further hampers service delivery in the offices and schools or community learning

centers.

To the Future Researchers

The ideas presented inside this paper may be used as a reference data of basis

and guide for the future.

REVIEW OF RELATED LITERATURE AND STUDIES

2.1 Related Literature

There are several factors to be follow so that the teachers will adopt the remote

learning. One is blending and adapting. The opportunity of work from home is to explore

and learn the technology, specifically in preparing learning materials- all for the love of

teaching, of course for the meaningful learning of the students. Adapting this mode is not

easy at first but just continue, time will come you will overcome and adjust this new

normal in work. Balancing work at school and time for our family is not easy but we need

to work and be responsible because this is our work But just like the famous maxim that

goes “Our difficulty can be our greatest opportunity" (tabungar, 2020). Everyone can

surpass the hardships brought upon by this pandemic. Indeed, for teachers who have

been in the service for so many years, there is more to discover and explore in teaching.

Most of the teachers adopted an emergency remote teaching approach that

means streaming the class-sessions and the usage of the technology to replicate the

lectures rather than making a planned online learning, which is training activities

conceived and built with virtual delivery from the outset, using suitable course design and

deeply integrated student support, and delivered by faculty with meaningful training in

online pedagogy. This emergency approach found its most significant barrier in the

assessment, becoming the perfect storm of the educational process (Peñalvo, 2020).

However, even some teachers are supporting the new set up, still there are facing

struggle in adapting the distance learning.

Filipino educators work double time to upskill and equip themselves with the

digital tools and alternatives. Being equipped with the right tools to teach 21st century

learners is the responsibility of every teacher across the country, as this is our sworn

obligation to uphold our nation’s goals and create a better future for our next
generations. (Columnas, 2020).The sudden shift to distance learning has had teachers

scrambling for urgent solutions to efficiently and effectively teach their students, who are

also grappling with the changes.

Filipino teachers during the quarantine period, teachers feel positive spending

time with their families during the quarantine. This is a good preference among Filipinos

as they give importance to their families. It has been in a Filipino culture that problems

can be overcome having a family around. Likewise, it is necessary for the teachers to

learn daily routines such as physical activities to reduce boredom and find ways to

strengthen positive experiences to others. Keeping regular contact with loved ones

through phone, social media, social networks, and creating new hobbies, and thinking

positively can help alleviate anxiety amid the global crisis. (talidong, 2020) The literature

and the present study covers a wide discussion about the way of the teachers to deal

with the anxiety give them by the pandemic and remote learning. Some teachers spend

more time to their family to deal with their stress and anxiety cause by this set up.

It is claimed that working remotely attracts increased productivity. But, with all

the tempting distractions of mid-day naps, the web-series that was left on a cliffhanger,

spending time with family, etc. makes it difficult to concentrate and be interested in work

for long. Furthermore, working remotely can make one feel isolated and not motivated

enough to work productively (Joa, 2020) However, some teachers balance their work and

can do all the work properly without distraction.

Giving the teachers voice in education and working conditions. Experience tells

us those teachers will be there to ensure that students are taught and schools reopen,

which is essential to allow for an economic recovery. Policymakers and educational

leaders will need to work to provide teachers with the working conditions and resources

they need to fulfill their important mission as educators, which will certainly have a special

meaning in the aftermath of the pandemic. This may be a unique occasion to act on this

newfound appreciation for teachers to grant them more standing status at the table

discussing education, working conditions, and their own role in the epidemic’s aftermath
(Garcia, 2020). Both literature and the study cover the discussion about giving the

teachers voice to hear the leaders they want in education and work condition. This crisis,

however, may provide a serious opportunity to bridge the gap between the strong

appreciation, in theory, and the challenging working conditions for teachers, in practice.

2.2 Related Studies

According to Mr. Gerry A. Lumaban, the work-from-home setting is

relatively new; likewise, he admitted that it is quite challenging, especially in

managing school operations, not to mention the health and safety protocols

required by the COVID-19 Inter Agency Task Force (IATF) that schools must

adhere to. “Work-from-home is ideal for other industries but in an educational

setting, it will take time before we can finally adjust.” For him, learning must be

working. He emphasized that “We can make a difference in ensuring that

learning is working while teachers are dispensing learning through distance

education, even when they work at home.” (lumaban, 2020).

The work from home to most of the employees is the test of their

flexibility. Unlike the physical reporting to duty that allows one to focus during

working hours, working remotely is far different since disruptions are on the way.

Dr. Brigola admitted that it is quite exhausting attending to both work and family

obligations; nevertheless, she simply looks at the bright side of it. She said, “No

complain about it! It’s mother’s role. Besides, I am learning the technology side of

it and find every day as a learning opportunity.”(Brigola, 2020)

The shift from face-to-face to distance learning through modular

instructions is not new to Alternative Learning System (ALS) people, according to

Emerson O. Sabadlab, Education Program Specialist II in ALS, since blended,

remote and flexible learning modalities are the features of the program. Yet, he

attested that the pandemic has considerable impacts in the delivery of instruction

to the ALS learners. He reiterated their basic function as implementers. He

that “the least”, “the lost” and “the last” will be given the second chance to finish

their basic education and regain their essence in our society.” Definitely, they

remain to be true to their call from the very start. He continued, “We will utilize

various modalities and platforms just to deliver quality and basic education to our

leaners…anytime, anywhere, and anyhow.

“I am grateful for this alternative scheme that DepEd provided for both the

teaching and non-teaching personnel,” said Sheryl M. Roque, Administrative

Officer IV of SDO Parañaque. She added that the adherence to continue service

goes hand in hand with prioritizing the health and safety of all its personnel. She

also expressed concerns on how to be able to maximize the productivity and

effectiveness of all personnel despite the limited monitoring by the Direct

Supervisors or Unit Heads, which she likewise pointed out as one big challenge.

On one hand, she emphasized the importance of work ethics regardless of what

working scheme there is to follow. She said, “We are encouraged to practice

honesty, integrity and professionalism while in the performance of service

whether it be physical reporting or WFH alternative arrangement.”

Let our presence be felt by our students”, it is only when the students feel

and experience that their needs are addressed that working from home will be

just a normal exercise of duty in the new normal situation (ladines, 2020)
2.3 Theoretical Framework

According to Ritche Loria Beloy (2020) (Experiential Theory) Work From Home

setting is a new dimension in the exercise of duties and responsibilities. But looking at the

bright side of the situation, there will always be plausible ways on how to adapt. Primarily,

there is a need to adjust expectations. Change is inevitable. To embrace change is

definitely a strong commencement to wider opportunities and possibilities. Indeed, WFH

set-up paves a way for educators to gain insightful discoveries and meaningful

experiences. The call for unity, initiative, and willingness to contribute for the welfare of

the learners are loud and clear. Everyone must heed the call. The theory relates to the

study because the teachers learn to adapt work from home scheme by their experience.

Without the stress and struggle they experience in the first month they can’t adopt this set

Up. Through their experience they Easily adjust and overcome their problems in working

At home. Just like famous maxim said “Our difficulty can be our greatest opportunity”

Education is very important. Learning must continue and teachers must teach.

“Education must continue even in times of crisis, whether it may be a calamity, disaster,

emergency, quarantine, or even war.” (Briones, 2020). With the grace of God, everyone

can surpass the hardships brought upon by this pandemic. Indeed, for teachers who

have been in the service for so many years, there is more to discover and explore in

teaching. (Tabungar, 2020)

For the purpose of clarification, the important term used in this study have been

defined. The following are:

 Work-From-Home (WFH) - means an employee is working from their house,

 Adapt - become adjusted to new conditions.

 Teacher/s - a person who teaches, especially in a school.

 School - an institution for educating children.

 Department of education (DepED) - formulates, implements, and coordinates

 Scheme - a large-scale systematic plan or arrangement for attaining a particular

 Students - a person who is studying at a school or college

 Highschool - A high school is a secondary school, where teenagers are

 Experience - practical contact with and observation of facts or events.

 Effect/s - a change which is a result or consequence of an action or other cause.

RESEARCH DESIGN AND METHODOLOGY

3.1 Research Design

Our study uses the phenomenological research design because it used to

the lived experience of the our 5 participants Highschool teachers in Sorsogon National

high school in adapting work from home scheme. The discussion is all about the
challenges

experience by the teachers on adopting the new set up in work, also it discuss the

advantage and disadvantage of working at home and the effects and impact to their life.

3.2 Sampling Method

our study used a purposive sampling technique since all the participants of a

survey are selected because they fit in a particular profile and there characteristics are

enable to answer all our interview guide questions. We have 5 Highschool teachers from

Sorsogon National high school, 3 female and 2 male teachers.

3.3 Research Instrument

Our research use an interview guide to be answer by our participations.

Since we can’t give the interview guide face to face, we send it to our participant

virtually, Through email and messenger chat. We give it to the 5 teacher us our

participants of this Study.

3.4 Data collection procedure

The researcher target is only 5 participants. They will be given an interview guide

Virtual via email and Messenger, since the minors can’t go inside in Sorsogon National

High school because of the protocol of IATF. But before we conduct an virtual interview
We briefly explain the content of this study and the instructions. We also conduct

a follow-up questions depending on the response of the participants; thus, semi-

structured interview will be chosen as an instrument. In case of additional or series of

information to asked. To secure all the responses, researchers will adapt simultaneous

recording and transcribing of the responses.

3.5 Data Analysis

This study will use the thematic approach the purpose of this TA is to identity

patterns of meaning across a dataset that provide an answer to the research question

being addressed. Patterns are identified through a rigorous process of data

familiarization, data coding, and theme development and revision.