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Pyramid, EFFECTS OF BULLYING TO STUDENTS’ ACADEMIC PERFORMANCE IN
15 words SENIOR HIGH SCHOOL
max.,
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A Research Paper Presented to the Faculty

of the SHS WITHIN CP GARCIA ES
(formerly in Sta. Ana ES)
Sales Street, Davao City

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_________________________ 25 characters

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1.25“ 1“
In Partial Fulfillment of the Requirements for the Subject
Inquiries, Investigation and Immersion Bold

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_________________________ 25 characters

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MICHAEL P. TUMILAP
GROUP MEMBER 2
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GROUP MEMBER 3
GROUP MEMBER 4

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June 2022

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Abstract Bold shown

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study, research design and samples, major findings,
conclusions and recommendations. A discussion on the
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ruler on top Also, the conclusions and recommendations must be ruler on top
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engage the reader to read the whole research paper.

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Title Page………………………………………………………………………………. . i
Abstract………………………………………………………………………………….. ii
Table of Contents………………………………………………………………………. iii
List of Tables……………………………………………………………………………. v
List of Figures……………………………………………………………………………. vi
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lines
CHAPTER
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0.5” indention 1 THE PROBLEM AND RELATED LITERATURE

1” indention Background of the Study………………………………………………… 1

Theory Base………………………………………………………………. 2

Conceptual Framework…………………………………………………. 2
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Statement of the Problem………………………………………………. 2

Hypothesis………………………………………………….……………. 3

Significance of the Study……………………………………………..… 3

Scope and Limitation of the Study…………………………………..… 4

Definition of Terms …………….…………………………………….….. 4

2 METHOD

Research Design………………………………………………………… 5

Respondents…………………………………………………………….. 5

Sampling Design…..…………………………………………………….. 6

Research Instrument……………………………………………………. 6

Data Gathering Procedure……………………………………………… 7

Data Analysis…………………………………………………………….. 8

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3 RESULTS AND DISCUSSION…………………………………………...… 9

4. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary………………………………………………..………………… 34

Conclusions………………………………………………………………..36

Recommendations…..……………………………..……………………. 37

REFERENCES…………………………………………………………………… 39

APPENDICES

Curriculum Vitae

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shown
LIST OF TABLES

Table Full dots Page

0.5” indention 1 Distribution of Respondents……………………………………………. 41

2 Academic Performance of the Respondents………………………….. 43

3 Test of Significant Effect of Bullying towards Students’

Performance……………………………………………………………… 45

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the study should be listed here. They must be numbered systematically as they appear

from the first page to the last page.

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LIST OF FIGURE

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0.5” indention 1 Conceptual Framework Showing the Variables……………………. .. 28

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in the paper should be listed here. They must be numbered systematically as they

appear from the first page to the last page.

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1”
 1” Written in Arabic
numeral
Only the first
letter is capital, Page number is
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THE PROBLEM AND RELATED LITERATURE
2 single lines

Background of the Problem

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The background should start with a contextual view of the study. This first
Observe
double paragraph should be strong enough to capture the main perspective of the problem.
spacing
The researcher should make that the context is supported by authorities to establish

the worthiness of the study. This paragraph must skillfully use the element of

persuasion to convey to the readers that the study will help solve some educational

problems/ discover new knowledge or prove existing theories.

The second and succeeding paragraphs should set the global situation. Major

arguments related to the occurrence of the problems and the solutions employed by

1.25” various practitioners in international settings should be presented. The discussion 1”

must illustrate critical analysis of the arguments. A well written situationer is evident

by extensively comparing and contrasting the viewpoints from different countries. If

possible, major comparison must be presented between advanced and third world

countries or among continents.

Aside from the global scenes, a national situationer is needed to establish the

occurrence of the problems at a national level. This section must be written the way

the global situationer is discussed.

To complete the background of the study, a local situationer must be discussed.

Just like the two situationers, this section must be strong enough to establish the worth

of the study.

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 1” 2
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The background of the study must be conducted by establishing the urgency

of needs of conducting the study. This can be achieved by presenting the gap of the

study. However, this is not considered as belonging to another subheading.

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Theory Base
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Though theoretical and conceptual paradigms of the study are under one heading, two

frameworks are needed for every study. They must be clearly discussed separately in order

to give a clearer understanding where the study is being anchored into.

The theoretical framework contains the different theories by which the study is being

anchored. Each theory should be contributory to the development of the conceptual

framework.
2 single lines

Conceptual Framework
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From the literature review and studies, the researcher formulates a conceptual

scheme for his research problem, which is a tentative theoretical explanation of the

phenomenon/ problem he is going to investigate. The conceptual framework should

be reduced into a paradigm/ schematic diagram showing the variable of the framework

and their interrelationships.

For studies related to theory building (mostly qualitative), the theoretical

framework of the study is not as strong as the other study.

2 single lines
Statement of the Problem
2 single lines
The statement of the problem is written in interrogative form. These questions

are the basis for developing the methods of the study. The questions posed should be

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answered clearly after the study has been conducted.

In writing the statement of the problems, include only questions which are

mutually inclusive. Do not include questions which are not contributory to the

attainment of the objectives of the study.

Researchers should beware with stereotyping in writing the problems. Almost

all research studies start with asking the profile of the respondents. If the variables of

the study do not include the profile of the respondents, do not include these in your

research problems.
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Hypothesis
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There are two types of hypothesis but the ones presented in the study is the

Null hypothesis denoted by the symbol H0. It is written in negative form. Avoid

stereotype statement of the hypothesis. For example, the hypothesis, “there is no

significant relationship between age and academic performance” can be written as:

“academic performance is not a function of age” or “academic performance is not

affected by age”. These are just two ways which the null hypothesis can be written.

Sex does not discriminate students’ Reading Comprehension.

Y is not a factor of X.

The performance of male and female are not the same.

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Significance of the Study

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This section show why the problem investigated is important and what

significance the results have. It should include a statement on relevance to felt needs,

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the potential contribution of the research to new knowledge, and policy implications

and other possible uses for its results. (identify who should benefit from the study and

what benefit they could get from it)

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Scope and Limitation of the Study

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The boundaries of the study should be properly defined. The scope is expected

to indicate a reasonable area of study, which is large enough to be significant but

narrow enough to permit careful treatment.

It should be followed by the locale of the study, where the data will be gathered

or the entity to which the data belong, and the population or universe from which the

respondents will be selected. Lastly, the period of the study must be clearly stated,

either months or years, during which the data will be gathered.

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Definition of Terms
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Many terms are subject to a variety of interpretations. Such terms should be

defined operationally according to the precise meanings they are intended to convey.

Clear definition should be stated for all important factors/ properties especially if these

are to be investigated by means of specific instruments or a combination of devices

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numeral
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METHOD
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Presented in this chapter is the methodology used to answer the research

questions posed.
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Research Design
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This section presents the research design used in the study. It is a common

practice for novice researchers to discuss the research design conceptually like giving

the definition. However, the discussion should focus on the utilization of the research

design in relation to the quest in finding answers to the research questions.

Researchers should make use of this section to justify the selection of the

research design. To achieve this, the application of the research design in gathering

and treating the data to answer the research questions must be explained.
2 single lines

Respondents
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Researchers are often confused what term to use to refer to the samples of the

study. If the study requires the sample to be under treatment, just like those in the

experimental studies, the appropriate term is subject of the study. If the study requires

the samples to answer a questionnaire, then the samples are called respondents. But

if the study requires the samples to contribute to discussion, dialogue, argument,

symposium and the like, then the samples are called participants.

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The main aim of this section is to provide answers to the following questions:

who are the respondents, why and on what capacity are they selected and what

contribution can they make toward the achievement of the goal of the study?

Include table showing the distribution of the respondents.

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Sampling Design
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This section discusses how the subjects were selected. The selection of the

total number of the respondents must be clearly argued to show that the samples are

true representative of the population.

This section of samples is necessary requisite to establish the worth of the data

gathered. The sampling design influences the discussion of the results. If the samples

are true representative of the population, then generalization can be made. However,

if the samples are not reflective of the true nature of the population, then researcher

must be careful in discussing the result of the study.

2 single lines
Research Instruments
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The research instrument used should be presented here. If the questionnaire

should is adopted, then its characteristics (validity and reliability) must be presented.

The extensive utilization track of the questionnaire and its applicability of the current

study should also be argued. Researchers should take proper caution in using

adopted questionnaire. If the questionnaire was not originally written in the context of

Philippine setting, there is a need to re-pilot the instruments to establish its validity

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issue and reliability index including the clarity of the language and acceptability of the

population.

In the case of researcher-made questionnaire, the process of development

should be clearly outlined and discussed. The focus of the discussion should be the

validity and reliability of the instruments.

The process of questionnaire development is outlined as follows:

1. Identify the domains of each variable.

2. Identify the indicators of each domain.

3. Develop test items for each indicator

4. Pilot test the questionnaire with samples similar to your subject.

5. Analyze the result of the pilot test.

6. Revise the questionnaire based on the result of the pilot test.

7. Re-test the revise questionnaire to determine the reliability index of the

questionnaire.

All these seven steps must be elaborated in this section of the study. The

veracity of the research findings depends on how valid and reliable the instruments
8
are.
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Data Gathering Procedure

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This section outlines the step by step process of gathering the data needed.

The following questions must be answered:

1. How the permit from proper authorities was granted?

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2. How the assessment (testing, retrieval of the questionnaire, recording) was

conducted?

3. What data management strategies were used?

2 single lines

Data Analysis
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All statistical tools should be explicitly discussed in this section. The focus of

the discussion should be the utilization of each statistical tool in treating the different

variables of the study.

The software used should also be presented in this section. If the computation

was done through manual operations, then the source of “Tabular value” should be

cited.

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number for
first page
Only the first letter is should not
capital, all words be shown
should be bold Chapter 3

RESULTS AND DISCUSSION All CAPITAL

and bold
3 single lines

Introductory In this chapter, the analysis and interpretation of data are presented.
paragraph
about the The discussions are outlined based on the following: Level of the
content of this
chapter based Organizational Work Scheme Protocols, Level of the Work Attitude of
on the
Statement of Teachers, Relationship between Organizational Work Scheme Protocols and
the Problem
(SOP)
Work Attitude of Teachers, and Predictors of Teachers’ Work Attitude.

3 single lines Subtitle No.1. This is the

SOP 1 in declarative form.
Level of the Organizational Work Scheme Protocols Bold the whole subtitle.
Capital the first letter of each
3 single lines word only.

Introductory Presented in this section is the level of organizational work scheme

paragraph
about the protocols in terms of work from home schedule, leadership support, skeletal
content of this
subtopic or the
1st variable. It work force arrangement and observing health protocol.
includes the
identified Work from Home Schedule. Presented in Table 4 is the level of
domains. Presentation
of Domain 1
organizational work scheme protocols of public elementary school teachers in
Italicize the of the 1st
name of Variable
Domain 1
Division of Davao Occidenta in terms of work from home.

It reveals that statement “as teachers, we render 8-hour work for five
Presentation
"=4.70,
days” obtained the highest mean value among the five (5) statements (X of findings of
Domain 1 for
SD=0.61) which is described as “very highly manifested”. On the other hand, the 1st
Variable
statement “as teachers, we collect the different learning modality of the pupils based from
the table.
while working at home” obtained the lowest mean value among the five (5)
 Page number for
the second and 10
succeeding pages
should be shown

"=3.85, SD=0.97) which is described as “highly manifested”. It

statements (X

reveals further that the overall mean value on the level of organizational work

scheme protocols of teachers in terms of work from home is 4.28 (SD=0.54)

Table Number,
which is described as “very highly manifested”.
Bold and
capitalize the Table 4 The items/
first letter statements are
Title of the Level of Organizational Work Scheme Protocols of Teachers in terms from the survey
table, Left of Work from Home questionnaire
align
Statements Mean SD Description
As teachers….
Table
1. we deserve the policy on academic Very Highly
should 4.41 .72
have 3 ease Manifested
lines only 2. we establish a strategic arrangement in
keeping in touch with our pupils Highly These
4.19 .65
through different type of learning Manifested descriptive
modalities. levels are
3. we closely follow the work from home Very Highly based on the
4.20 .87 research
schedule Manifested
4. we collect the different learning modality Highly instrument
3.85 .97 located in
of the pupils while working at home. Manifested
Chapter 2.
Very Highly
5. we render 8-hour work for five days. 4.70 .61 Method
Manifested
Very Highly
Overall Mean 4.28 .54
Manifested

This means that the respondents always manifest rendering 8-hour work

for five days. However, they often manifest collecting the different learning Implications
based from
modality of the pupils while working at home. This implies that teachers always the findings.

manifest observing work from home protocol.

The finding has confirmed the claim of According to Moralista and

Oducado (2020) that the Department of Education has implemented the work

scheme protocols, thus the managements have to adapt and make contingency
 11

plans to respond to new measures as they arise just to contain the spread of

the virus. Moreover, the change of organizational work scheme protocols due

to the pandemic crisis alters the structures, strategies, procedures or cultures

of the organization. The duration encompasses both the process by which this

happens and the content of what is being altered, perhaps occurring as a

consequence of developments outside the control of the organization to attain

a defined goal (Quattrone and Hopper, 2020). Working from home has

developed as a way of working that can be used as part of the alternative

Literature/
working program. Flexible working arrangement provides opportunity for previous
studies to
employees to work from home. Also, employees have the option of working support or
argue your
findings
from any preferred location. This way of working allows employees to work

elsewhere outside of the office environment (CIPD, 2016). Thus, Brooks (2014)

pointed out that it requires a shared responsibility and commitment by both

school management and teachers to ensure work and services continuity.

According to Watson and Lightfoot (2003), some employees who carry out

these different types of flexible working condition are more motivated; they

have more capacity for work; or they are performing to a higher standard. It can

be beneficial for employees because it provides them with an opportunity to

have a positive work life balance.

Italicize the Leadership Support. Presented in Table 5 is the level of organizational

name of Presentation
Domain 2 of Domain 2
work scheme protocols of public elementary school teachers in Division of
of the 1st
Variable
Davao Occidental in terms of leadership support.
 12

Table 5

Level of Organizational Work Scheme Protocols of Teachers in terms

of Leadership Support

Statements Mean SD Description

As teachers….
1. we are always supported by my
Very Highly
superiors in addressing issues on 4.53 .65
Manifested
distance learning.
2. the school head provides support in Very Highly
4.26 .99
handling classes amidst this pandemic. Manifested
3. the school formulates its own Highly
4.14 .85
instructional materials for the pupils. Manifested
4. the school conducts its monitoring of
Very Highly
our delivery of the lessons to ensure 4.38 .70
Manifested
active engagement of the pupils.
5. the school supports us in the full Very Highly
4.56 .62
completion of their assigned tasks. Manifested
Very highly
Overall Mean 4.36 .56
Manifested

It reveals that statement “the school supports us in the full completion of

their assigned tasks” obtained the highest mean value among the five (5)

"=4.56, SD=0.62) which is described as “very highly manifested”.

statements (X

On the other hand, statement “the school formulates its own instructional

materials for the pupils” obtained the lowest mean value among the five (5)

"=4.14, SD=0.85) which is described as “highly manifested”. It

statements (X

further reveals that the overall mean value on the level of organizational work

scheme protocols in terms of leadership support is 4.36 (SD=0.56) which is

described as “very highly manifested”.

This means that the respondents always manifest support from school

in the full completion in the assigned tasks. On the other hand, the respondents
 13

often manifest that their school formulates its own instructional materials for the

pupils. This implies that teachers always manifest support from their leader.

Similarly, Theorell (2015) posited that having a supportive school leader

creates a more positive and forward-seeking climate and culture. Stress,

burnout, turnover, absenteeism, and disengagement are likely to reduce while

increasing the motivation to work, commitment and job satisfaction. Poor

leadership, however, has been seen as a barrier in the effects of high-demand

work and low social interaction in the work environment among co-workers and

supervisors. As a special purpose of the DepEd organization, schools need

effective leaders to lead the operations and their employees. Reflected in the

issues, it is suggested to encourage effectiveness and good leaders managing

an institution (Kenkel & Park, 2011 as cited in Khumalo, 2014).

Skeletal Workforce Arrangement. Presented in Table 6 is the level of

organizational work scheme protocols of public elementary school teachers in

Division of Davao Occidental in terms of skeletal workforce arrangement.

It reveals that statement “as teachers, we follow the work force

arrangement for reporting which is set by the school” obtained the highest

"=4.56, SD=0.79) which is

mean value among the five (5) statements (X

described as “very highly manifested”. On the other hand, statement “as

teachers, we observe skeletal work force arrangement” obtained the lowest

"=4.38, SD=0.93) which is

mean value among the five (5) statements (X

described as “very highly manifested”. It also reveals that the overall mean
 14

value on the level of organizational work scheme protocols of teachers in terms

of skeletal workforce arrangement is 4.49 (SD=0.73) which is described as

“very highly manifested”.

Table 6

Level of Organizational Work Scheme Protocols of Teachers in terms

of Skeletal Workforce Arrangement

Statements Mean SD Description

As teachers….
1. we observe skeletal work force Very Highly
4.38 .93
arrangement. Manifested
2. we follow the work force arrangement
Very Highly
for reporting which is set by the 4.56 .79
Manifested
school.
3. we can attest that the school
management schedules the number of Very Highly
4.50 .88
teachers who will report to school every Manifested
day.
4. we observe that the school
management directs the department
Very Highly
heads to strictly follow the number of 4.50 .94
Manifested
teachers who will report in each
department.
5. we strictly follow the order for skeletal Very Highly
4.53 .92
force arrangement. Manifested
Very Highly
Overall Mean 4.49 .73
Manifested

This means that the respondents always manifest following the work

force arrangement for reporting which is set by the school. On the other hand,

they always manifest observing skeletal work force arrangement. This implies

that teachers always manifest observing skeletal workforce arrangement.

The finding supports the report of Accenture (2020) that the Department

of Education has implemented the reduction of the number of employees who

 15

have to physically report to work, and maintaining a flexible work arrangement

whose functions are critical or in the operations. Teachers also reported that

their schools shifted to flexible / shortened schedules and lighter workloads

Such practices include actions to generate and maintain connections; actions

to focus and inspire their work; explicit routines that enable the work and

provide boundaries between work and home; and, both a place where the work

is performed as well as a purpose for the work that enables and inspires

productivity as circumstances become challenging (Petriglieri, Ashford, &

Wrzesniewski, 2019).

Observing Health Protocol. Presented in Table 7 is the level of

organizational work scheme protocols of public elementary school teachers in

Division of Davao Occidental in terms of skeletal observing health protocol.

It reveals that statement “as teachers, we always observe health

protocols such as wearing of mask, face shield, washing of hands with soap

and sanitizing our hands with alcohol in coming to school” obtained the highest

"=4.78, SD=0.51) which is

mean value among the five (5) statements (X

described as “very highly manifested”. On the other hand, statement “the

school establishes information system and booth to cater and address the

needs of stakeholders during these times of pandemic” obtained the lowest

"=4.46, SD=0.71) which is

mean value among the five (5) statements (X

described as “very highly manifested”. It further shows that the overall mean

value on the level of organizational work scheme protocols of teachers in terms

 16

of observing health protocols is 4.60 (SD=0.44) which is described as “very

highly manifested”.

Table 7

Level of Organizational Work Scheme Protocols of Teachers in terms

of Observing Health Protocol
Statements Mean SD Description
As teachers….
1. we always observe health protocols
such as wearing of mask, face shield,
Very Highly
washing of hands with soap and 4.78 .51
Manifested
sanitizing our hands with alcohol in
coming to school.
2. we observe that the school implements
Very Highly
proper protocols to protect its teachers 4.75 .49
Manifested
from the COVID 19 infections.
3. we are part in crafting the school’s health Very Highly
4.57 .66
and sanitation plan for the teacher. Manifested
4. the school implements the monitoring of
Very Highly
body temperature to all persons who 4.53 .65
Manifested
enter the school premises.
5. the school establishes information
system and booth to cater and address Very Highly
4.46 .71
the needs of stakeholders during these Manifested
times of pandemic.
Very Highly
Overall Mean 4.60 .44
Manifested

This means that the respondents always manifest observing health

protocols such as wearing of mask, face shield, washing of hands with soap

and sanitizing our hands with alcohol in coming to school. On the hand other,

they always manifest establishing information system and booth by the school

to cater and address the needs of stakeholders during these times of pandemic.

This implies that teachers always manifest observing health protocol.

 17

The finding corroborates the report of Organization for Economic

Cooperation and Development (2020) that the Department of Education

(DepEd) adopted the Basic Education Learning Continuity Plan which includes

opening of classes, adoption of various learning delivery options and conduct

of curricular and co-curricular activities (IATF section 4-11.a). With this, the

“Guidelines on the Required Health Standards in Basic Education Offices and

Schools” through DepEd Required Health Standards framework which

composed of four (4) COVID-19 mitigation objectives: a) increase physical and

mental resilience, b) reduce transmission, c) reduce contact; and d) reduce

duration of infection. Learning has to continue even if there is a public health

emergency. To meet this need, teachers have made various efforts and

strategies to sustain the education of the learners. However, the delivery of the

subjects to the learners is challenging because often times an abrupt lockdown

is declared in schools due to health-related issues of the teachers and

personnel. The barangays wherein the schools are located can be considered

as high-risk areas because of the number of COVID-19 cases in the area.

Presented in Table 8 is the summary on the level of organizational work

scheme protocols of teachers in terms of work from home schedule, leadership

support, skeletal workforce arrangement, and observing health protocol.

It shows that domain “observing health protocol” obtained the highest

"=4.60, SD=.44) which is described

mean value among the four (4) domains (X

as “very highly manifested”. On the other hand, domain “work from home
 18

"=4.28,
schedule” obtained the lowest mean value among the four (4) domains (X

SD=.54) which is also described as “very highly manifested”. It further reveals

that the overall mean of organizational work scheme protocols is 4.43 (SD=.41)

which is described as “very highly manifested”.

Table 8

Summary on the Level of Organizational Work Scheme Protocols

of Teachers

Domains Mean SD Description

Work from Home Schedule 4.28 .54 Very Highly Manifested
Leadership Support 4.36 .56 Very Highly Manifested
Skeletal Work Force Arrangement 4.49 .73 Very Highly Manifested
Observing Health Protocol 4.60 .44 Very Highly Manifested
Overall Mean 4.43 .41 Very Highly Manifested

This means that the respondents always manifest observing health

protocol. On the other hand, they always manifest observing work from home

schedule. This implies that teachers always manifest organizational work

scheme protocol.

Relatedly, the study of Ravindran and Baral (2014) highlights that work

attitude is influenced by organizational work scheme where an employee

works; with better organizational work support schemes, teacher’s’ work

attitude was considered to improve. However, Oreg et al. (2011) as cited in

Flovik, Knardahl, and Christensen (202) argued that the sudden change of the

organizational work scheme protocols has repeatedly been associated with

 19

adverse effects on teacher’s work performance. Clarifying the effects of change

in the organizational work scheme protocols for workplaces and employees is

an essential first step to preventing adverse work attitude effects of and

facilitating healthy and successful change

Level of Work Attitude of Teachers

Presented in this section is the level of work attitude of teachers in terms

of job satisfaction, job Involvement and engagement, organization and

commitment and psychological empowerment.

Job Satisfaction. Presented in Table 9 is the level of work attitude of

public elementary school teachers in Division of Davao Occidental in terms of

job satisfaction.

It reveals that statement “as teachers, we feel sincere fulfillment in our

job despite the COVID 19 situation” obtained the lowest mean value among the

"=4.55, SD=0.71) which is described as “very highly

five (5) statements (X

manifested”. On the other hand, statement “as teachers, we make sure that we

master the module content for the easy analysis of the learners” obtained the

"=4.20, SD=0.64) which is

lowest mean value among the five (5) statements (X

described as “very highly manifested. It also shows that the overall mean value

on the level of work attitude of teachers in terms of job satisfaction is 4.43

(SD=0.50) which is described as “very highly manifested”.

 20

Table 9

Level of Work Attitude of Teachers in terms of Job Satisfaction

Statements Mean SD Description

As teachers….
1. we take pride of our job as an Very Highly
4.42 .79
instructional expert. Manifested
2. we make sure that we master the
Very Highly
module content for the easy analysis of 4.20 .64
Manifested
the learners.
3. we make connection with our learners Very Highly
4.43 .64
despite pandemic. Manifested
4. we feel sincere fulfillment in our job Very Highly
4.55 .71
despite the COVID 19 situation. Manifested
5. we are flexible when it comes in
Very Highly
catering learners’ needs especially this 4.49 .78
Manifested
time of pandemic.
Very Highly
Overall Mean 4.43 .50
Manifested

This means that the respondents always manifest having sincere

fulfillment in their job despite the COVID 19 situation. On the other hand, they

always manifest ensuring that they master the module content for the easy

analysis of the learners. This implies that teachers always manifest job

satisfaction during the new normal teaching.

The finding is confirmed by the statement of Aziri (2011) that job

satisfaction is a pleasurable or positive emotional state resulting from the

appraisal of one’s job or job experiences. It is also defined as a set of favorable

or unfavorable feelings and emotions which employees view with their work.

Since people spend about most of their waking hours at work, employee job

satisfaction gains more importance in their working lives. Therefore, job

 21

satisfaction plays a vital role for efficient working environment. In accordance

with that, influencing factors of job satisfaction are essential for improving the

well-being of a large part of our society (Davidescu, Apostu, Paul, &

Casuneanu, 2020). Job satisfaction is a significant issue in running of

institutions and one of the main indicators of how healthy an organization is.

Thus, organizations attach great importance to the job satisfaction issue.

Satisfaction levels of employees are important for organizations, since satisfied

workers contribute to effectiveness and long-term success of the organizations.

The effectiveness and productivity of an organization depends on its staff and

"a happy worker is an effective one”. It is not possible for development of an

organization without considering exploiting of the staff’s capabilities and

improving their working conditions (Weiss & Merlo, 2015).

Job Involvement and Engagement. Presented in Table 10 is the level of

work attitude of public elementary school teachers in Division of Davao

Occidental in terms of job involvement and engagement.

It reveals that statement “as teachers, our job motivates us to exert more

"=4.53,
effort” obtained the highest mean value among the five (5) statements (X

SD=0.60) which is described as “very highly manifested”. On the other hand,

statement “as teachers, most of our personal life goals are job oriented”

"=4.27,
obtained the lowest mean values among the five (5) statements (X

SD=0.76) which is described as “very highly manifested”. It further reveals that

the overall mean value on the level of work attitude of teachers in terms of job
 22

involvement and engagement is 4.40 (SD=0.51) which is described as “very

highly manifested”.

Table 10

Level of Work Attitude of Teachers in terms of Job Involvement

and Engagement

Statements Mean SD Description

As teachers….
1. we are very much involved personally to Very Highly
4.35 .93
our job. Manifested
2. most of our personal life goals are job Very Highly
4.27 .76
oriented. Manifested
3. we consider our job very centered to my Very Highly
4.43 .62
existence. Manifested
4. our job motivates us to exert more Very Highly
4.53 .60
effort. Manifested
5. we creatively solve our job-related Very Highly
4.34 .67
problems. Manifested
Very Highly
Overall Mean 4.40 .51
Manifested

This means that the respondents always manifest that their job

motivates them to exert more effort. On the other hand, they always manifest

that most of their personal life goals are job oriented. This implies that teachers

always manifest job involvement and engagement during the new normal

teaching.

The finding is supported by the statement of Ahmed and Islam (2015)

who highlighted that If an employee is convinced that his/her present job is

giving good returns then he will have a positive involvement onto the job

because the more needs met by his/her job, the better satisfied he/she

becomes. involvement in a job as a measure of how much a person is engaged

 23

with it and how well he/she is identified with it. In other words, the job has

already become the image of the person (Ongori, 2019; Govender &

Parumasur, 2016). Moreover, job involvement is instrumental in increased

productivity of employees adding that as employees positively perceived their

job they readily accomplished what their job requires (Khan, Jam, Akbar, Khan,

& Hijazi, Job Involvement as Predictor of Employee Commitment: Evidence

from Pakistan , 2016).

Organization and Commitment. Presented in Table 11 is the level of

work attitude of public elementary school teachers in Division of Davao

Occidental in terms of organization and commitment.

Table 11

Level of Work Attitude of Teachers in terms of Organization and Commitment

Statements Mean SD Description

As teachers….
1. we are glad that I chose this school
Very Highly
organization to work before over others 4.59 .59
Manifested
the time I joined.
2. we are proud to tell others that we Very Highly
4.54 .58
belong in the school organization. Manifested
3. we serve the school organization for
Very Highly
which we believe it would help improve 4.54 .62
Manifested
our craft as teachers.
4. we are decisive to always be involve in Very Highly
4.61 .68
our job. Manifested
Very Highly
5. we have a sense of obligation to stay. 4.52 .65
Manifested
Very Highly
Overall Mean 4.57 .49
Manifested
 24

It reveals that statement “as teachers, we are decisive to always be

involve in our job” obtained the highest mean value among the five (5)

"=4.61, SD=0.68) which is described as “very highly manifested”.

statements (X

On the other hand, statement “as teachers, we have a sense of obligation to

"=4.52,
stay” obtained the lowest mean value among the five (5) statements (X

SD=0.65) which is described as “very highly manifested”. It further shows that

the overall mean value on the level of work attitude of teachers in terms of

organization and commitment is 4.57 (SD=0.49) which is described as “very

highly manifested”.

This means that the respondents always manifest they are decisive to

always be involve in their job. On the other hand, they always manifest they

have a sense of obligation to stay. This implies that teachers always manifest

organization and commitment during the new normal teaching.

Relatedly, organization and commitment is the key factor that binds

individuals and organizations together (Narmawati, 2017; Sahnawaz & Juyal,

2016). It is the most potent ingredient in a successful relationship between

employees and organization (Sharma & Bajpai, 2015). Employees who are

committed and engaged to an organization identifies with the organization and

reacts positively to the values and policies of the organization. Arguably,

satisfaction breeds commitment. In other words, organizational commitment

can only happen when employees are satisfied with their job. Employees who
 25

are satisfied with their job perform better than those who are not (Samad,

2007).

Psychological Empowerment. Presented in Table 12 is the level of work

attitude of public elementary school teachers in Division of Davao Occidental

in terms of psychological empowerment.

Table 12

Level of Work Attitude of Teachers in terms of Psychological Empowerment

Statements Mean SD Description

As teachers….
1. we are motivated to attend our classes Very Highly
4.58 .62
amidst the pandemic. Manifested
2. we are actively engaged to school Very Highly
4.62 .58
activities. Manifested
3. we enthusiastically performed our task Very Highly
4.57 .59
as mandated by the department. Manifested
4. we perform the task with utmost degree Very Highly
4.59 .57
of significant satisfaction. Manifested
5. we have a sense of control in relation to Very Highly
4.54 .65
our job. Manifested
Very Highly
Overall Mean 4.58 .50
Manifested

It shows that statement “as teachers, we are actively engaged to school

activities” obtained the highest mean value among the five (5) statements

"=4.62, SD=0.58) which is described as “very highly manifested”. On the other

(X

hand, statement “as teachers, we have a sense of control in relation to our job”

"=4.54,
obtained the lowest mean value among the five (5) statements (X

SD=0.65) which is described as “very highly manifested”. It also shows that the
 26

overall mean value on the level of work attitude of teachers in terms of

psychological empowerment is 4.58 (SD=0.50) which is described as “very

highly manifested”.

This means that the respondents always manifest they are actively

engaged to school activities. On the other hand, they always manifest they

have a sense of control in relation to their job. This implies that teachers always

manifest psychological empowerment during the new normal teaching.

The finding supports with what Conger & Kanungo (1988) claimed that

psychological empowerment is a process of enhancing the feelings of self-

efficacy among organizational members, which would also include that the

employees perceive themselves to be empowered. It has four cognitions

reflecting an employee’s orientations towards his/her job namely impact (the

ability employees have to affect organizational outcomes); competence (an

employee’s capability to perform the work); meaningfulness (the value of the

work) and choice (how and deciding on the time to execute tasks) (Thomas &

Velthouse, 1990). Thus, Degago (2014) concluded that psychologically

empowered state is a cognitive state characterized by a sense of perceived

control, competence, and goal internalization. Empowerment is thus

considered a multi-faceted construct reflecting the different dimensions of

being psychologically enabled and is conceived of as a positive additive

function of the three dimensions.

 27

Presented in Table 13 is the summary on the level of work attitude of

teachers in terms of job satisfaction, job involvement and engagement,

organization and commitment, and psychological empowerment.

Table 13

Summary on the Level of Work Attitude of Teachers

Domains Mean SD Description

Job Satisfaction 4.43 .50 Very Highly Manifested
Job Involvement and
4.40 .51 Very Highly Manifested
Engagement
Organization and Commitment 4.57 .49 Very Highly Manifested
Psychological Empowerment 4.58 .50 Very Highly Manifested
Overall Mean 4.50 .50 Very Highly Manifested

It shows that domain “psychological empowerment” obtained the highest

"=4.58, SD=.50) which is described

mean value among the four (4) domains (X

as “very highly manifested”. On the other hand, domain “job involvement and

engagement” obtained the lowest mean value among the four (4) domains

"=4.40, SD=.51) which is also described as “very highly manifested”. It further

(X

reveals that the overall mean value of work attitude is 4.50 (SD=.50) which is

described as “very highly manifested”.

This means that teachers always feel/manifest the psychological

empowerment and job involvement and engagement. It implies that teachers

always manifest good work attitude during the new normal teaching.
 28

The finding negates the study of Max Roser (2020) which reveals that

most of the teachers worldwide from primary to tertiary education are

experiencing work attitude challenges in the new normal teaching education

due to additional work demands, health risks in the workplace and different

work schemes. These are the teachers who encountered different struggles in

different levels that affect their performance and effectiveness directly or

indirectly (Agarao-Fernandez & de Guzman, 2015). Moreover, the study of

Ravindran and Baral (2014) support that work attitude is influenced by

organizational work scheme where an employee works; with better

organizational work support schemes, teacher’s’ work attitude was considered

to improve.

Relationship between Organizational Work Scheme Protocols

and Work Attitude of Teachers

Presented in Table 14 is the result of the test of relationship between

organizational work scheme protocols and work attitude of teachers using

Pearson Moment Correlation (Pearson’s r).

It reveals that the relationship between organizational work scheme

protocols and work attitude is moderately positive (R=0.59) and it is significant

(p-value=0.001<0.05) at .05 level of significance. It shows that organizational

work scheme protocols significantly influence the work attitude of teachers.

 29

Table 14

Result of Test of Relationship between Organizational Work Scheme

Protocols and Work Attitude of Teachers

Degree of p- Decision
Variables R R2
Relationship value @ 0.05
Organizational Work
Scheme Protocols
0.59 0.35 Moderate 0.001 Reject Ho
Work Attitude

This implies that when teachers manifest a high level of organizational

work scheme protocols, they would have high work attitude. It further reveals

that 35 percent (R2=0.35) of the variance in work attitude can be attributed for

the level of organizational work scheme protocols. This implies that when

teachers manifest a high organizational work scheme protocols it may be

helpful for them to increase their work attitude.

The finding corroborates to the claim of Moralista and Oducado (2020)

that good organizational system such as convenient work schedule, supportive

leaders and valuing the health of the employees share the capacity to broaden

people’s momentary thought action repositories, widen the array of thoughts

and actions that come to their minds, and provide a positive outlook of the

external environment, thereby helping individuals to increase work attitude.

Studies suggest that the broadened inventory of positive organizational work

scheme may be helpful in promoting job satisfaction, engagement, and

commitment and satisfies the mental health of the employees (Fredrickson &

Tugade, 2011). Avey, Luthans and Jensen (2009) found that organization with
 30

excellent work scheme brings a positive resource that can also increase

happiness and this possess cognitive, affective, and motivational components

(Peterson, 2011) that keep individuals away from stress.

Domains of Organizational Work Scheme Protocols

that Predict the Work Attitude

Presented in Table 15 is the test of prediction on work attitude among

domains of organizational work scheme protocol using Multiple Regression

Analysis.

Table 15

Result of Test of Prediction on Work Attitude among Domains

of Organizational Work Scheme Protocols

Domains of
Decision @
Organizational Work B BE Beta t-stat p-value
0.05 level
Scheme Protocol
Constant 1.019 .422 4.56 .001 Significant
Work from Home Not
.144 .090 .186 1.04 .114
Schedule Significant
Leadership Support .329 .074 .436 1.48 .000 Significant
Skeletal Work Force Not
-.39 .058 .068 2.52 -.504
Arrangement Significant
Observing Health
.347 .082 .360 1.98 .000 Significant
Protocol

Regression Model

Work Attitude = 1.019 + 0.329 (Leadership Support) + 0.347 (Observing Health

Protocols)
 31

It reveals that at 0.05 level of confidence, leadership support (B=0.329,

p-value=0.000<0.05) and observing health protocol (B=0.347, p-

value=0.000<0.05) significantly predict the work attitude of teachers.

The signs of statistically significant domains of organizational work

scheme protocol (leadership support and observing health protocol) are

positive, indicating a direct positive relationship with the work attitude. This

means that when teachers manifest a high leadership support from their school

heads, they would have high work attitude.

The finding is congruent to the result of the study of Weiner, Francois,

Stone-Johnson and Childs (2021), reveals that organizational conditions lead

by the school principals including nature of accountability, the degree of

autonomy, the professional culture, and teacher decision-making infrastructure

are important in facilitating teachers' ability to innovate, make mistakes and

learn in the new normal education. Specifically, in schools with high leadership

supports, leaders adapted existing infrastructure to capture teacher input or

devised new systems to ensure staff's voices were included in school policies

and practices. However, in schools with low leadership supports, Oppel et al.

(2020) maintained that leaders recounted inconsistent approaches to sharing

best practices and adapting to the virtual learning environment, largely due to

the lack of infrastructures that would regularly support shared opportunities to

deepen teacher learning.

 32

Moreover, the finding corroborates to the claim of Tsai (2011) who stated

leadership gives managers the ability to affect the behavior of their employees

in an organization. Motivated, committed and satisfied employees are one of

the most important results of effective leadership and thus successful

supervisors are also successful leaders because they have great influence on

their employees to help accomplishing organizational goals (Tsai, 2011). The

achievement of educational goals is not enough to keep teachers motivated but

helping them to accomplish their own personal and career goals is an important

part of their motivation. Thus, the more motivated the teachers are, the more

effective is the leader and the more effective the leader is, the more motivated

are the teachers. The achievement of educational goals is not enough to keep

teachers motivated but helping them to accomplish their own personal and

career goals is an important part of their motivation. Thus, the more motivated

the teachers are, the more effective is the leader and the more effective the

leader is, the more motivated are the teachers (Gutema, 2014).

On the other hand, the finding implies that when teachers manifest a

high health protocol, they would have high work attitude. Similarly, Maslow

(1943) pointed out that for the individuals to perform their tasks efficiently and

attain a fruitful outcome, their basic needs such as health, psycho-social, social

security and mental growth must be met first. When achieved, motivation

among teachers will then rise towards the fulfillment of the ultimate goal which

is to deliver quality instruction. Moreover, Mitchell et al. (2000) suggests that

 33

work attitude among educators in the workplace does not change the nature or

the direction of the baseline relationships between age, sex, class, work status

and health, but it does change the gradients associated with those

relationships. In short, a better health status is significantly associated with

positive work attitude in the organization.

 Page
number for
first page
Only the first letter is should not
capital, all letters be shown
should be bold Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

All CAPITAL
3 single lines and bold

Introductory This chapter presents the summary of findings and the conclusions that
paragraph
about the were drawn out of the findings of the study. This section further offers
content of
this chapter
recommendations as to how the findings of this study can improve practice.

3 single lines

Summary Only the first letter of each

word is capital, all words
3 single lines should be bold

This study aimed to determine the predictability of organizational work

scheme protocol to the work attitude of teachers. Specifically, this study sought

to determine the level of organizational work scheme protocol and work attitude

of teachers. This study also sought to determine the degree of relationship Summary of
the research
between organizational work scheme protocol and work attitude and if they are objective

significantly related. Moreover, this study sought to determine which of the

domains of organizational work scheme protocol significantly predict the work

attitude of teachers.

This study utilized the descriptive-predictive design to determine the

level of organizational work scheme protocol and work attitude of teachers, and
Summary of
the domains of organizational work scheme protocol that predict the work the research
method
attitude. The respondents of this study were seventy-six (76) Public School

Elementary Teachers of the nine (9) Elementary Schools from one of the school
 Page number for
the second and 35
succeeding pages
should be shown

districts of Division of Davao Occidental who were selected using cluster

sampling technique. A researcher-made survey questionnaire was used by the

researcher to gather relevant data. Ethical considerations were observed in

data collection. The data gathered were tabulated and analyzed using mean,

Pearson-r and multiple regression.

Results of the analysis revealed the following:

For the overall level of organizational work scheme protocol, the highest

mean belongs to the indicator “observing health protocol” followed by “skeletal

workforce arrangement”, while the lowest mean value belongs to indicator

Summary of
“work from home schedule”. The overall mean has a descriptive level of very the findings
for SOP 1
highly manifested which means that the respondents always manifest the

organizational work scheme protocol. This implies that teachers always follow

the organizational work scheme protocol.

For the overall level of work attitude of teachers, the highest mean

belongs to the indicator “psychological empowerment”, followed by

“organization and commitment”, while the lowest mean value belongs to

Summary of
indicator “job involvement and engagement”. The overall mean has a the findings
for SOP 2
descriptive level of very highly manifested which means that the respondents

always manifest work attitude. This implies that teachers always manifest good

work attitude during the new normal teaching.

The Pearson Product Moment Correlation was used to determine if there

is a significant relationship between organizational work scheme protocol and

 36

work attitude of teachers at 0.05 level of significance. The results show that
Summary of
there is a significant moderate positive relationship between organizational the findings
for SOP 3
work scheme protocol and work attitude of teachers.

The Regression Analysis was used to determine the domains of

organizational work scheme protocol that significantly predict the work attitude
Summary of
of teachers at 0.05 level of significance. The results show that leadership the findings
for SOP 3
support and observing health protocols are the domains that significantly

predict the work attitude of teachers.

3 single lines

Conclusions Only the first letter is

capital, all letters should
3 single lines be bold

Based on the analyses made on the available data, these were the

conclusions based on the null hypotheses:

1. Teachers are motivated to follow the new system if the change of

Conclusion
organizational work scheme protocols are well planned by the school for SOP 1

administrator.

2. Teachers need to be capacitated by making them satisfy with their job,

letting them involve and engage in teaching-related activities, keeping them

Conclusion
motivated to maintain their commitment to the organization and for SOP 2

empowering their psychological aspect. Once these areas are attained,

they would manifest a good work attitude.

 37

3. Schools that show a good organizational work scheme protocols would also
Conclusion
for SOP 3
have developed teachers with good work attitude.

4. Moreover, schools that have good leadership support and are highly
Conclusion
practicing health protocols are also those that may have teachers who for SOP 4

always manifest a good work attitude.

3 single lines

Recommendations Only the first letter is

capital, all letters should
3 single lines be bold

Based on the findings of this study, the following were recommended for

further consideration for future studies:

1. The Department of Education should continue the good organizational work

scheme protocol, however regular assessment must be done as part of the

monitoring system and to find other areas that need to improve.

2. The Department of Education should continue to provide professional

development and career opportunities to teachers to maintain their good

work attitude.

3. The school administrators may find this study as an eye-opener about the

importance of maintaining a good organizational work scheme protocol

especially in the new normal education to sustain the good work attitude of

teachers.

4. The policy-makers of the Department of Education should strengthen the

policies enforcing leaders in the Regions, Divisions and schools to heighten

 38

their support in all means to the needs of teachers during this new normal

education.

5. The school should adopt and contextualize national policies on health

protocols prescribed by DepEd and develop continuity plan that involved

teachers and personnel.

6. The Future Researchers may use this study as a reference to further

investigate the experiences of teachers in the new organizational work

scheme protocols under the new normal education utilizing qualitative

approach.
39