1

FAR AFIELD THE TRADITIONAL: STORIES OF PRIVATE SCHOOL

TEACHERS IN A FLEXIBLE WORK ARRANGEMENT

A Research Paper

Presented to the

FACULTY OF SENIOR HIGH SCHOOL DEPARTMENT

Maryknoll School of Lupon, Inc.

In Partial Fulfillment of the Requirements for the Subject

Practical Research 1

MARIA ALYSSA CECILIA L. SALVADOR

SOPHIA CHRYZABELLE C. MAGNO
ERNEST MAV LORENZ B. GOLES
JAIRAH ANNE L. DE LEON
DAIB LOUMER G. PULIDO
ERICKA JEAN L. QUIROS
JHON REY G. PASION
JOASH S. SIPATE
ADRIAN F. BRIZ

MAY 2022
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MARYKNOLL SCHOOL OF LUPON, INC.

Kambing Baratua St., Poblacion,
Lupon, Davao Oriental 8207 Philippines

SENIOR HIGH SCHOOL DEPARTMENT

APPROVAL SHEET

This QUALITATIVE RESEARCH PAPER of Maryknoll School of Lupon, Inc.

prepared and submitted by Maria Alyssa Cecilia L. Salvador, Sophia Chryzabelle
C. Magno, Ernest Mav Lorenz B. Goles, Jairah Anne L. De Leon, Daib Loumer
G. Pulido, Ericka Jean L. Quiros, Jhon Rey G. Pasion, Joash S. Sipate, and
Adrian F. Briz in partial fulfillment of the requirements for the Applied Track Subject,
Practical Research 1, has been examined and is recommended for approval and
acceptance.

MS. FEMIE C. GOLES, LPT

Practical Research 1 Adviser

APPROVED by the Class Adviser, Senior High School Department Coordinator,

Academic Development Committee Head, and Academic Head/OIC with a grade of
PASSED.

MRS. HELEN G. MATEO MR. ALCHE D. CARRIEDO, LPT

Academic Head/OIC Academic Development Committee Head

MR. NOE C. NERMAL, RN

Grade 11-Angel Michael Class Adviser/
Senior High School Department Coordinator
___________________________________________________________________

ACCEPTED and APPROVED in partial fulfillment of the requirements for the level,
Grade 11 Senior High School Pre-Science, Technology, Engineering, and
Mathematics (STEM) Academic Strand.

SR. MA. DOMITILLA B. SENDINO, O.P.

School Directress/Principal
May 2022
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ACKNOWLEDGEMENT

Conducting the study is a lengthy process that must be completed to

ensure that the study and the researchers achieve their goals. Individuals’

presence, as well as their desire to put in time, effort, and field knowledge, all

contribute to the study’s success. As a result, the researchers would like to

thank the following individuals:

To our School Directress/Principal, Sr. Ma. Domitilla B. Sendino O.P.,

who allowed us to perform the study as part of one of our subjects, Practical

Research 1, by granting us permission to do so. Her thoughtfulness, despite

the circumstances, has given us optimism that we will be able to continue our

research. The confidence she placed in us as researchers, opened the way

for the study’s success;

To our Academic Head/OIC, Mrs. Helen G. Mateo, for allowing us to

conduct our face-to-face interview, making the research data gathering

possible;

To our Academic Development Committee Head, Mr. Alche P.

Carriedo, LPT, for being one of the amazing people that made this research

possible, for maintaining and giving guidance in the district, making the

research data gathering a smooth success;

To our Senior High School Department Coordinator, Mr. Noe C.

Nermal, RN, for permitting us to undertake our data gathering procedure as

they were chosen to become our research participants;

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To our Class Adviser, Mr. Noe C. Nermal, RN, for supporting,

cooperating and trusting us with our research. Considering the problems that

we encountered, you encouraged us in accomplishing our study.

To our Subject Teacher/Research Paper Adviser/Validator/Panelist,

Ms. Femie C. Goles, LPT, who has led us throughout the research process. A

form of mentoring in which the researchers persevered in their research

despite several setbacks, words of encouragement that quickly led to

advancements, and research experience that allowed us to look beyond what

we could see. We are grateful to have the opportunity to learn from someone

we believe is educated enough to assist us in our effort to improve in this field;

To the Research Participants, for actively participating in the study and

providing acceptable and honest responses to the questions which results to

a successful research;

To the Faculty and Staff of Maryknoll School of Lupon, Inc., for your

patience and support as we conducted our research;

To the Researchers’ Families and Relatives, who are always there to

give advices and guidance to every step of the way. For giving support and

comfort, and being one of the most amazing people;

To our classmates, peers, and loved ones, who are always there to

celebrate the success chapters and is willing to give an ear, especially when

we are in need;

Most importantly, to our God Almighty, for blessing our lives, giving us

knowledge and strength to carry on things and explore. Despite our doubts,

the gift of determination to continue this path of being researchers, the times

when He reminded us not to give up, and most importantly, the opportunity to
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learn the trial-and-error process, which later helped us to pursue the study

even further.

Thank you so much, and may God continue to bless you for everything

you did to help the students succeed!

MACLS, SCCM, EMLBG, JALDL, DLGP,

EJLQ, JRGP, JSS, and AFB
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DEDICATION

This research is dedicated to the God Almighty, the creator and finisher of our

faith, whom by His Grace foreknew, predestined, and saw this work through

its way to success, as well as for seeing us through our academic lives.

We dedicate this to our parents/guardians,

Ms. Cecile M. Lacre,

Mr. Crisanto L. Magno III and Mrs. Jollybee C. Magno,

Mr. Ernesto P. Goles and Mrs. Marevel B. Goles,

Mr. Edwin V. De Leon and Mrs. Joan L. De Leon,

Mr. Ronald E. Pulido and Mrs. Sheryl Ann G. Pulido,

Mr. Edy Y. Pasion and Mrs. Emelita G. Pasion,

Mr. Eduard A. Sipate and Mrs. Emelyn S. Sipate,

Mr. Ramir B. Briz and Ms. Riza Jane F. Chio,

And to our siblings, Jennilyn, Jessa Mae, Joshua, Ernest Marie, Ervel,

Carlisle, Juris Nadine, Karl Ace, Chloe, Chloveay, and Ellah whose

caring support and prayers made our success possible.

MACLS, SCCM, EMLBG, JALDL, DLGP,

EJLQ, JRGP, JSS, and AFB
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ABSTRACT

Working from home is not the same as working in an office; teachers

make several adjustments to give the highest quality of education possible in

the new normal. This is a qualitative phenomenological study that explored

the lived experiences of private school teachers and how the new flexible

work arrangement affected their lives. Participants were 3 private school

teachers near the area of Davao Oriental. As the permission from the school's

directress granted us to interview the teachers, the three voluntary

participants were asked six major questions that correlates to the study.

Emerging themes from the results such as, Limitations Encountered Towards

Work Adjustments, Set Organization in Workloads, Performance Diversion in

Workspace, Functionality Out of the Adaption, Utilization of Stressors, Control

Over the Transition, Room for Comprehension, Percipience of Human

Aspiration, Self-Reflection upon Difficulties Encountered, Determination to

Adapt Changing Circumstances, Distribution of Moral Principles and Self-

Progression in Fulfilling Objectives were found as the summarization of the

lived experiences of the private school teachers. This suggested that the new

flexible work arrangement correlated with the capacity to adapt in new

workspaces, struggle with assistance to students, problems with extending

work time, reaching out to students, and learning to self-improve.

KEYWORDS: private school teachers, lived experiences, insufficient

concentration, self-reflection, capacity to adapt, accepting criticism,
negative experience, positive experience
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TABLE OF CONTENTS
Page

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

DEDICATION iv

ABSTRACT v

TABLE OF CONTENTS

CHAPTER

1 INTRODUCTION 1

Background of the Study 12

Purpose of the Study 8

Significance of the Study 9

Scope and Limitations of the Study 12

Theoretical Lens 12

Definition of Terms 15

Literature Review 16

2 METHODOLOGY 19

Research Design 19

Participants and Sampling 20

Research Instrument 21

Role of the Researchers 21

Ethical Consideration 23

Data Gathering Procedure 26

Data Analysis 28
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Trustworthiness of the Study 30

3 RESULTS 32

Assessing Private School Teachers' 32

Lived Experiences in this Flexible
Work Arrangement in New Normal

Private School Teachers’ Ways of 38

Coping Up with the Challenges in
this Flexible Work Arrangement

Insights About the Private School 43

Teachers’ Encounters with Teaching
as Profession

4 DISCUSSIONS, IMPLICATIONS,
AND RECOMMENDATIONS

Discussions on the Lived Experiences 49

of Private School Teachers Working
in a Flexible Work Arrangement

Discussions on the Coping Mechanisms 52

of Private School Teachers in this
Flexible Work Arrangement

Discussions on the Insights of the Lived 55

Experiences of Private School Teachers
in this Flexible Work Arrangement

Implications on Lived Experiences of the 57

Stories of Private School Teachers in a
Flexible Work Arrangement

Implications on Coping Strategies of the 60

Stories of Private School Teachers in a
Flexible Work Arrangement

Implications on Insights of the Stories 62

of Private School Teachers in a
Flexible Work Arrangement

Recommendations 65

REFERENCES

APPENDICES

A. Letter to Administer the Survey

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B. Interview Questionnaire

C. Questionnaire Validation Sheet

D. Letters

Letter to the School Directress/Principal

Letter to the Academic Head/OIC

Letter to the Academic Development

Committee Head

Letter to the Senior High School

Department Coordinator

Letter to the Class Adviser

Letter to the Organization’s President

E. Researchers’ Parent’s/Guardian’s Consent Form

F. Informed Consent Form

CERTIFICATE OF COMPLETION

CURRICULUM VITAE

LIST OF TABLES
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1 Themes and Core Ideas of the Lived

Experiences and Challenges That
Private School Teachers Experienced

2 Themes and Core Ideas on How the

Private School Teachers Cope Up with
the Challenges That They Experienced

3 Themes and Core Ideas on the

Insights of the Lived Experiences of
Private School Teachers

CHAPTER 1
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INTRODUCTION

Background of the study

When the pandemic hit the world, no one had anticipated it. It has been

affecting and shaping the lives of practically everyone in the world, regardless

of socioeconomic, educational, or political status, for more than a year. As a

result, educators assisted in efforts to retain some semblance of normalcy and

engagement for students through distant learning. The Philippines' education

system confronts issues in terms of learning delivery modes. The need for

appropriate supporting action has never been more important at a moment of

increasing uncertainty and strain. As a result, the necessity of knowing

teachers' professional requirements in order to assist them in coping with any

issues they may face should not be overlooked. Teachers ensure that open

lines of communication are maintained with parents and pupils in order to

monitor and address their needs on a constant basis.

Teachers new to distance learning may feel unprepared to enable

teaching, and consequently require technical, pedagogical, and time

management assistance (Dyment, 2013). The "homework gap," which refers

to the lack of connection kids require to accomplish coursework at home, has

expanded due to a sudden absence of face-to-face contacts between

professors and learners, as well as a lack of assistance at home (Clausen et

al., 2020). Many schools across the world have already abandoned traditional

classroom settings in favor of innovative flexible learning practices that have

been shown to increase student learning results (Kim, 2020). Quality teaching

and learning are the foundations of a good education. Since there is a vast
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array of new technologies now available for quality teaching and learning

activities, educators can take this as an advantage for teaching students.

In the overall situation, a study of education union’s perspective in

Belgium by Symeonidis (2015) entitled “The Status of Teachers and the

Teaching Profession” stated that the dynamic and supportive teaching and

learning environment is important and the availability of educational facilities

is a critical component in recruiting and maintaining instructors. The

demographic context and educational system organization topics seek to elicit

data on educational spending, teacher gender distribution, yearly workload,

teaching profession legal status, and educational facility conditions. The

remaining topics focused on concerns directly connected to the position of

teachers and teacher policies in individual nations, while the themes of

academic freedom and institutional rights were created to address higher

education issues particularly state rules, in particular, can give standards,

advice, and assistance to school districts in order to conduct a high-quality

induction program (Goldrick, 2012). While more competent instructors would

help all schools and children, the need for high-quality induction for hard-to-

staff schools that serve a disproportionate number of low-income and minority

pupils is especially important (Barlin, 2012).

In response to governmental circumstances, a study conducted in the

National Capital Region at Metro Manila by Trajera et al. (2022) entitled

“Perspectives on the Barriers to and Needs of Teachers’ Professional

Development in the Philippines during COVID-19” stated that the instructors'

pedagogical and information technology demands are relatively high,

indicating that, in addition to enhancing their information technology literacy,

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teachers are also focused on improving their teaching skills during COVID-19.

Financial hurdles are common among organizational or institutional barriers,

but personal motivations and the perceived rewards of professional growth

are some intrinsic variables. Teachers' lack of dedication, interest, and

confidence are also key factors for non-participation in professional

development at some schools. Similarly, the present cohort of teachers in the

Philippines agreed on the significant trends in professional development

hurdles (Gungon, 2022). Professional development, particularly in the

education sector, cannot be stressed since it is essential for providing high-

quality education and, as a result, accomplishing the SDGs (Trajera, 2022).

Within the framework of the area, setting in Davao del Sur, a study

conducted by Baloran and Hernan (2020) entitled “Crisis Self-Efficacy and

Work Commitment of Education Workers among Schools during COVID-19

Pandemic” announced that demonstrating a commitment to student learning,

particularly during this time of epidemic, may be a powerful motivator for

children to return to school. One of the distinguishing characteristics of

dedicated instructors is their level of dedication to their work. Beneficiaries of

this study may be concerned, and action plans may be developed to improve

teachers' self-efficacy and, as a result, increase their job commitment during a

pandemic. The amount and quality of work accomplished by employees are

reflected in their work outcomes (Sanosra, 2022). Performance can be

considered as a method or an outcome of labor. Performance refers to the

manner in which work is carried out in order to attain specific objectives

(Yulianto, 2022). The researchers have concluded that high levels of self-
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efficacy are associated with good and desirable outcomes in general and

individual crisis self-efficacy, in particular, is a predictor of crisis behavior.

A number of studies have already been conducted for instance, one of

which is a research by Pow and Wong (2017) entitled “Effect of Workplace

Factors in Professional Teacher Development on the Implementation of Small

Class Teaching” expressed that the first step in improving student learning

through CPD is for teachers to participate, and the second step is for CPD

information to be applied to learning and teaching. A teacher's motivation for

CPD may be personal, such as the desire to expand his or her own

knowledge and abilities in areas that may help students learn more effectively.

The researchers also found that in certain schools, a lack of coordination and

leadership, had a negative impact on teachers' desire and commitment to

professional development. The criteria of evaluating employee performance

are popular in three criteria, that are individual task outcomes, behaviors, and

traits (Aropah et al., 2020). However, their study focused only on the

professional instructors' application of small-group instruction is influenced by

workplace conditions. The researchers of this study have failed to point out

the lived experiences of the private school teachers, which is why the

researchers of this study will explore deeper into this topic and overall the

teachers' inspiring tales on living with the new normal and new style of

teaching the learners.

In terms of their professional life and work, teachers and teacher

educators are migrating through a particularly unsettled period. Staff

responsibilities have been greatly increased as they try to not only migrate

instructional content and resources into the online arena, but also become
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sufficiently skilled at managing the needed software. Professionalism is

defined as a societal constellation of interpretations of how instructors should

function in terms of what they should know, what they should do, and what

they should strive towards. The caring component of the teaching position is

frequently ignored in educational policy and teacher standards, despite the

fact that teachers' work is emotionally stimulating and personally demanding.

During the pandemic, teachers faced numerous difficulties, including a lack of

student participation and engagement (or parental support), students without

access to technology, concerns about students' well-being, no face-to-face

interactions with students, a lack of work-life balance, and learning new

technology. The goal of this study was to know and record the K-12 teachers'

emotions, experiences, and views during the stages of the COVID-19

outbreak and to see how they dealt with it. These lessons can help schools

and the education system better prepare instructors for online learning during

the COVID-19 pandemic and other potential future outbreaks.

Purpose of the Study

The purpose of this study is to explore how the flexible work

arrangement affects the teachers’ work and to aim for the achievement of

having a better performance. In the new economy, Capelli and Keller (2013)

stated that the distinctions that appeared to make sense for classifying work in

the past, such as how long a job lasts, no longer appear useful, hindering our

ability to build knowledge about these new arrangements. As what Jia et al.

(2020) mentioned, the abrupt switch to fully online learning has been

particularly stressful for many instructors and students who prefer in-person
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instruction. It aspires to discover the alternative work arrangement and at the

same time ascertain its impact with the teachers’ motivation, performance,

and work retention experiences.

This study intends to accomplish the following:

● To investigate the lived experiences of private school teachers in

relation to their flexible work arrangements and the new normal

brought about by the outbreak;

● To examine the coping strategies of private school teachers in

relation to their difficult transition of work arrangement and time

allocation; and

● To delve into the insights of how this flexibility in work arrangement

impacted the lives of private school teachers.

Significance of the Study

A student’s comfort is crucial, but don’t forget about the private school

teachers. Taking a closer look at this research, it allows us to discover more

about the positive and negative experiences that teachers had to go through

in order for students to succeed. It is also critical to understanding the many

nuances underpinning everyday speech, because people frequently mean

something different to what they actually say (McDonald, 2014). In the midst

of a pandemic, this study allows us to learn more about the viewpoints of

teachers so that students can adjust and the student-teacher connection may

improve. Given the new normal that this outbreak has created, it is critical to

understand the teachers’ true perceptions of the situation. According to Pallais

and Mas (2017), alternative work arrangements, such as flexible scheduling,

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working from home, and part-time work are common and while these

arrangements may facilitate work-life balance, they are not necessarily

worker-friendly.

As the country continues to struggle with the coronavirus epidemic, the

Department of Education (DepEd) has established flexible work

arrangements for its workers, including private school teachers. They may use

the data as bases for policy-making and program planning for basic education

schools which will promote work performance and job satisfaction of teachers

and professional growth of administrators towards better education. The

results may further help the school administrators to review existing

motivational policies and practices with a hope and applying a good

foundation that they can enhance a better work performance among the

private school teachers.

School Head Administrators can also benefit from this study where

time management is one of the factors that significantly help the working

students to cope up with their environment, so it would be interesting to see if

there are any distinctions between public and private organizations. The

school head administrator who took part in this study all work for the

government, and future research could provide intriguing results if it compared

private schools to public schools to see if the association between flexible

work arrangements and stress levels is the same in both.

The Private School Teachers can also relate to this study where

enabling flexible working could help schools access a wider pool of potential

employees or a more diverse range of skills and experience within the

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workforce. Since the recent pandemic brought into focus the merits and

challenges of working from home on a level of personal experience, this study

can draw attention, spread awareness knowledge insights to safety, how a

flexible work arrangement is becoming a major element of a teacher’s life and

that we have to learn more about its influence in order to discover the work-

life balance of teachers with a new work arrangement.

The Community that engages in the existence of each of us

perspectives that provides them the ideology of individual thoughts.

Furthermore, it is necessary to correlate each person's life experiences in

societal structure.

The Parents of the Learners can also benefit in this study because of

the fundamental individuality they provided to the virtual reality of

consciousness in order to generate a productive reality to learners as they are

major components to a successful online learning. Encouraging parental

involvement is more than just a nice thing to do. It is one of the most effective

strategies to foster a healthy learning environment for all students.

Students can also benefit from this study. Despite the new

environment and work structure, they are now dealing with how to combine

work and personal life while being productive in all areas. As a result, this

study gives sufficient information regarding their educators' experiences.

Finally, Future Researchers value this study because it can produce

data that future researchers may utilize when researching the experiences of

private school teachers' new manner of teaching in the wake of a pandemic.

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Scope and Limitations of the Study

This study is mainly focused on the private school teachers of one of

the private schools here in Davao Oriental province. Both male or female

middle-aged adult teachers with at least 3 years of teaching experiences are

the main respondents in this study. This research will cover a time frame of

approximately 3 months, for the second semester of the school year 2021-

2022 by the students from Maryknoll School of Lupon, Inc.

Due to the coronavirus, which has scared individuals away from

leaving their homes, this study had difficulty in obtaining respondents. The

availability of the related literature also hindered the researchers from seeking

for resources related to the issue or topic of the study. This research will not

further extend to the deeper explanations of private school teachers

innovative ways of teaching students through either online or modular

modality. The range of this study is only to investigate and explore the

experiences of private school teachers with the flexibility and adaptability of

their new work arrangement, as well as how they manage with the transition

from their previous work routine to the new normal.

Theoretical Lens

This section of the study presents three different theories of a certain

point of view or lens through which to study a topic. In qualitative analysis, a

theoretical lens is a paradigm that gives explanations and procedures for our

observations of events in the world (Moore, 2006). This study will be based on

the three theories, namely Social Exchange Theory, Experiential Learning

Theory, and Theory of Work Adjustments.

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Social Exchange Theory. According to the sociologist Homans

(1958), he initially thought that any civilization, community, or group should be

considered a social system. He added that people make decisions by

weighing the costs and benefits of a relationship or action, consciously or

unconsciously, with the goal of maximizing their reward. Further mentioned,

his idea focuses on one-on-one interactions and not intended to quantify

social behavior or change. The social exchange theory is a way of looking at

society as a series of interactions between people based on rewards and

sanctions that are estimated (Crossman, 2020).

Social exchange theory can be applied towards educating to assist

understudies with having an unmistakable comprehension on how being

compensated in a relationship or even companionship can go the two different

ways. This theory can be used in the teaching to help not only the learners but

the educators itself to realize how being rewarded in a relationship or even

friendship can benefit both parties. This theory is extremely useful since

humans cannot learn, observe, or act without communication and

comprehension.

Experiential learning theory. This enters around the possibility that

the most effective ways to learn things is by really having encounters (Cherry,

2020). Those experiences then, at that point, stick out to you and assist you

with holding data and recollect realities (Kolb et al., 1984). In addition, this

theory is based on the notion that the best way to learn something is to

actually do it. Knowledge results from the combinations of grasping and

transforming the experience (Cherry, 2020).

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A reflective teacher is defined as susceptible and motivated by factors

that are not totally conscious or logical. Teaching may be challenging on any

given day and requires everything of the educators' physical body, intellect,

and emotions. Anything less would sabotage educator feelings, organization,

and character, and their ability to make a move for the benefit of their dearest.

Teachers best explain their work with regard to a few years of experiences as

a learners’ educator.

Theory of Work Adjustments. This theory characterizes a person's

relationship with his or her work environment and was created as the guiding

framework for a research program in vocational psychology, and it is still used

in this field today (Dawis et al., 1964). In addition, the main point of this theory

explains that work is conceptualized as an interaction between an individual

and a work environment. This theory focuses on the process of a person's

adjustments to their environments, including the characteristics of persons

that predict their satisfaction with the work environment (Swanson, 2013).

This theory fits the study because of the transitions of work

arrangements that COVID-19 has led to not only government employees, but

also educators, especially the private school teachers. Due to the pandemic

that has dominated the world, this work adjustment is all over the employees

who are working for their families. This includes the government employees.

teachers, business, and other work-related matters in our community. The

education environment has been more international in recent years as

professors and students have become more flexible. Teachers must adjust

not only to new schools, but also to a new nation. It is critical to comprehend
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the numerous concerns, obstacles of a new teacher in a variety of

encounters.

Definition of terms

This section of the paper defines the given terms related to the study.

● Basic Education Learning Continuity Plan (BE-LPC) - BE-LCP covers

the essential requirements of education in the time of COVID-19, multiple

learning delivery modalities for teachers, school leaders and learners,

required health standards in schools and workplaces, and special activities

like Brigada Eskwela and Oplan Balik Eskwela.

● Blended Learning - Blended learning (also known as hybrid learning) is a

method of teaching that integrates technology and digital media with

traditional instructor-led classroom activities, giving students more

flexibility to customize their learning experiences.

● Continuing Professional Development (CPD) - CPD combines different

methodologies to learning, such as training workshops, conferences and

events, e-learning programs, best practice techniques and ideas sharing,

all focused for an individual to improve and have effective professional

development.

● Demographic Context - The demographic context provides an overview

of a city’s permanent resident population composition and its evolution.

● Homework Gap - The homework gap is the difficulty students experience

completing homework when they lack internet access at home, compared

to those who have access.

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● New Normal Learning - New normal learning is the new learning strategy

or a method of teaching employed amidst this pandemic to all sorts of

education globally. This learning includes both online and modular

modality.

● Pandemic - A pandemic is a disease outbreak that spans several

countries and affects a large number of people. Pandemics are most often

caused by viruses, like Coronavirus Disease 2019 (COVID-19), which can

easily spread from one person to another.

● Self-efficacy - Self-efficacy affects every area of human endeavor. By

determining the beliefs a person holds regarding their power to affect

situations, self-efficacy strongly influences both the power a person

actually has to face challenges competently and the choices a person is

most likely to make or come up with.

● Teachers - Teachers prepare lesson plans and instruct students in an

assigned school. Develops and implements grade appropriate course work

to meet the academics of children in a K-12 classroom setting. Being a

teacher evaluates and monitors student's performance.

Literature Review

This section presents the related writing and studies that resulted from

the researchers' extensive and top-to-bottom investigation, as well as related

examinations of the private school teachers and flexible work arrangement in

the course of experiencing the global crisis. This chapter includes the ideas,

finish thesis, generalization, or conclusions, methodologies and others.

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Private School Teachers in a Flexible Work Arrangement

As what Pacheco (2020) stated, adjustments in the individual, societal,

and economic sectors are among the consequences of the COVID-19

catastrophe. On a cultural level, societies were splitting apart and departing

one another at the same time that they were progressively merging on

technical and ecological level (Bratton et al., 2020). Shifting face to face

schools with online learning-based systems creates its own problems, mainly

for elementary school teachers (Andarwulan et al., 2021). Aside from that, the

COVID-19 virus, which has been ravaging the planet with growing severity

since January 2020, has thrown the global school system into disarray

(Saboowala, 2020).

According to the RA No. 4670 (1966), The term "teacher" refers to all

full-time classroom teachers, including guidance counselors, school librarians,

industrial arts or vocational instructors, and all other persons performing

administrative functions in schools, colleges, and universities operated by the

government. Teachers can innovate the use of social media and learning

applications to approach the students, which can also be implemented as an

alternative media in the learning process when the learning activities cannot

be done through face to face interactions (Ramani, 2015).

In line with this new normal trend, educational leaders and teachers

need to be reinforced with new methods of teaching (Sal, 2022). Most schools

all over the country adopt the Modular Distance Learning Delivery as a mode

of learning for its students (Jamon et al, 2021). In addition, teachers also
 26

assure that there is open communication with the parents and students to

continuously monitor and address their needs. However, it cannot be denied

that teaching in the new normal has weaknesses and threats (Pardillo et al.,

2021). The infection's apex has yet to arrive, and teachers are feeling the

strain they're also dealing with a global epidemic (Robosa et al., 2021).

Employees in the organization have come to expect flexible work

arrangements (Anya et al., 2021). Although modern school architecture

continues to incorporate and express ideas of openness, more research on

how teachers make adjustments to new and different built settings is required

(Alterator & Deed, 2013). In addition, some private-sector companies that

have been hard hit have tried to stay afloat by reducing service delivery and

temporarily laying off employees and as a result, workers were hard hit (Ople,

2021). Flexible work arrangements (FWAs) are provided by organizations as

one solution to this work-life conflict (Azar et al., 2018)

COVID-19, the global pandemic, has left a huge section of the

workforce unable to go to work in order to slow the virus's spread. As a result,

both businesses and employees are looking for alternate work arrangements

(Vyas & Butakhieo, 2020). Capelli and Keller (2013) came to the conclusion

that in the new economy, classifications that seemed to make sense for

characterizing work in the past, such as how long a job lasts, no longer

appear useful, impeding our ability to learn about these new conditions. As a

result, all educational institutions must be prepared to move the majority of

course content to e-learning platforms and adapt the course structure and

curriculum accordingly (Aiswarya et al., 2021).

 27

CHAPTER 2

METHODOLOGY

This chapter of the paper presents the reader to critically evaluate the

overall validity and credibility of the study. This part involves the research

design, participants of the study, research instrument, role of the researchers,

ethical consideration, data gathering and analysis, and the trustworthiness of

the study. The researchers used these strategies to create a decent outcome

and to propose output to lessen the respondents' difficulties.

Research Design

This evaluation relies on the experiences of the chosen respondents in

this area of study. As what Vibha et al. (2013) mentioned, qualitative research

takes a humanistic or idealistic approach to comprehending a study question.

Qualitative research is used to understand how people experience the world

(Bhandari, 2020). This qualitative research's flexible study technique has been

decided using the research tools by interviews, surveys, and a set of open-

ended questions administered to a group of participants. This study uses a

qualitative methodological approach that intends to determine the experiences

of private school educators in relation to the out-of-the-ordinary circumstance.

Furthermore, this inquiry uses a phenomenological approach. A

phenomenological qualitative research design has been applied

specifically that begins with the observation that human life is deliberate, that

every conscious awareness is aimed towards something, and that there is a

complicated relationship between the subjectivity of action and the object

recognized (Moran, 2019). This technique gains a deeper knowledge of the

 28

nature of phenomena and strives to ensure that the specific research topic

and the researcher's core principle are properly aligned (Neubauer, Witkop &

Varpio, 2019). A phenomenological style of qualitative research design has

been applied, which provided us with a thorough exploration of occurrences

and people's lived experiences.

Participants and Sampling

The participants of this study are mainly the private school teachers

from one of the private schools near the area of Davao Oriental. Both male

and female middle-aged adult teachers are chosen with a minimum of 3 years

of experience in education that could possibly answer all the questions this

research will come up with. The participants were able to provide the needed

data for the study. Throughout this study, only 3 interviews on the teachers

has been used for the analysis.

As mentioned, by Saunders (2012), the purposive sampling technique

that has been used is to select a study participant, in which the researcher

makes a decision based on his or her own judgment. Purposive sampling of

primary studies for inclusion in the synthesis is one way of achieving a

manageable amount of data (Lewin et al., 2019). The aim of the sampling

method is to select a sample that is representative of the population of the

study. The process of random sampling is used to create a sample that can

be assumed to be representative in the research in a responsible way. For

ethical reasons, the name of the research participant will not be revealed, but

aliases and codes will be used instead.

 29

Research Instrument

It is crucial to define the research instrument in this study. The

instrument that the researchers used in this study is a questionnaire. They are

intended to collect information and is used to question respondents in order to

conduct an informative study. The questionnaires that was distributed to

respondents contain open-ended questions created by the researchers. The

researchers' primary method of data collection for the study had been

customized and revised questionnaires, which gave a relatively easy, quick,

and reliable way for researchers to obtain trusted data from the respondents.

According to David et al. (2019), the outcomes of a good survey research

report are legitimate and dependable replies to the research question, with a

sufficient response rate and accuracy.

Role of Researchers

Research is regarded as a data collection tool (Denzin & Lincoln,

2013). Sourcing, vetting, associating, safeguarding, and substantiate are

some roles of researchers upon conducting their study. This means that

rather than inventories, questionnaires, or machines, data are mediated

through this human instrument. Consumers of research must understand the

human instrument in order to fulfill this role. To qualify his or her ability to

conduct the research, the qualitative researcher described relevant aspects of

himself or herself, including any biases and assumptions, expectations, and

experiences (Greenbank, 2013).

Sourcing. Locating relevant data and information sources, as well as

knowing how to properly reference them, are essential skills for academic
 30

research and writing. Accurate referencing not only locates the research

context and establishes the scope of the work, but it also establishes the

writer as a legitimate member of the academic community (Cleal, 2012). It is

the researcher's responsibility to locate credible information to support and

serve as the foundation for the researcher's study implementation.

Vetting. Critical appraisal is the process of carefully and methodically

examining research to determine its credibility, as well as its value and

relevance in a specific context (Morrison, 2017). This means that in order to

gain high credibility, researchers conducted a careful and critical examination

of the information, data, references, and participants that had been included in

their study.

Associating. It is important that researchers find a way to access the

thoughts and feelings of their co-researchers prosperously to collect an

efficient sum of information and thoughts of his/her experiences. According to

Murtagh et al. (2021), engagement is important in cohort studies for a variety

of reasons. It is argued that involving participants in the studies they are

involved in may improve their recruitment and retention in the studies.

Safeguard. It is the responsibility of the researchers to protect

participants’ identities as well as their data in such a way that it is anonymous

that it is from them. When it comes to privacy, researchers carefully

considered how to approach an individual, the appropriate circumstances and

setting in which participants may be contacted, and where participant

information will be collected (Anderson, 2019).

 31

Substantiate. A strong justification of the resources requested will

keep your proposal in contention if you have a good case, but a weak

justification of the resources requested will kill your application (Akanle, 2020).

It is the researcher's responsibility to justify the data and information

contained in their study in order to demonstrate that their research is relevant

and can have an impact on the community.

Ethical Considerations

According to Steffen (2016), ethical considerations are important in

research, especially in qualitative research contexts, because researchers are

in an authoritative position when interpreting participant's words. The major

ethical issues concerning informed consent, autonomy, voluntary

participation, non-maleficence, confidentiality, objectivity, and data privacy act

have been addressed prior to data collection. Ethics is concerned with doing

good and avoiding damage. Harm can be avoided or lessened by following

acceptable ethical principles. In a qualitative study, ethical considerations

have a particular resonance due to the in-depth nature of the study process

(Arifin, 2018).

Informed Consent. According to the findings of the study conducted

by Nijhawan et al. (2013), informed consent is defined in ethical codes and

regulations governing human subjects research. The goal of the informed

consent process is to provide enough information to a potential participant in a

language that he or she understands so that he or she can make an informed

decision about whether or not to participate in the research study. In the event
 32

that a participant becomes distressed in any manner throughout their

involvement, additional information should be offered.

Autonomy. Researchers ensure that the participants understand that

they have the right to choose whether or not to participate in research studies

voluntarily, and that refusing to participate in any research will not affect their

access to current or future care in any way (Barrow, Brannan & Khandhar,

2021). It recognizes people's dignity and ability to make their own decisions.

Researchers will always obtain consent from their participants before doing

research.

Voluntary Participation. According to Bull and Lindegger (2012),

researchers committed to ensuring that participants have made a voluntary

decision about consenting to research also have a general obligation to

assess whether participants themselves consider that they have voluntarily

consented to research, and to facilitate voluntary decision making. Voluntary

participation indicates that people take part in the evaluation without being

coerced. Participants have the right to resign at any time without affecting

their participation in future services or the current program, as well as their

interactions with any of the researchers or research bodies participating.

Non-maleficence. The principle dictating that harm should not come to

individuals as a result of their participation in a research project. Research

ethics committees know that risk cannot be eliminated but they do want to be

reassured that researchers have given due regard to the possible risks of

participating in their research and the above framework might prove useful
 33

(Gelling, 2015). It is critical that the evaluation process does not harm

(intentionally or unintentionally) participants.

Confidentiality. In general, researchers must process data gathered

about personal matters in a confidential manner. Personal data must normally

be de-identified, and research material must normally be anonymized before

publication or dissemination (Torp, 2019). Confidentiality requires that no

identifying information be made available to or accessed by anyone other than

the program coordinator. It also requires that such identifying information be

excluded from any reports or published documents.

Subjectivity. Only evaluate the components that are relevant to the

program/initiative being implemented. Relevance Theory is based on the idea

that "human cognition tends to be geared toward the maximization of

relevance," as expressed in the communicative principle (Macagno, 2018). It

is critical to keep evaluations as simple as possible while remaining focused

on the purpose of the evaluation and how the data gathered will be used.

Furthermore, in accordance with the Philippine Constitution, the

Republic of the Philippines, the researchers ensured that the Data Privacy

Act. Republic Act No. 10173, also known as the Data Privacy Act of 2012

(DPA) was followed. This act was enacted to protect the fundamental human

right to privacy of communication while ensuring free flow of information to

promote innovation and growth and the state’s inherent obligation to ensure

that personal information in government and private sector information and

communications systems is secured and protected. Personal information of

participants it accounts for the consent given before any information is shared.
 34

Data Gathering Procedure

As Morcom (2014) stated, in placing the researcher with all of their

values and preconceptions in the participant's environment, qualitative

research methodology attempts to understand the participant's perspective.

We prefer to ask open-ended questions verbally in individual interviews

(Bhandari, 2020). In addition to the data collection, additional questionnaires

and re-interviews has been conducted as a result of data and coding analysis

(Charmaz, 2014).

The researchers started by identifying the limitations of the study,

which was narrowed down in a private school. To which the participants

should be teachers between the ages of 25 to 40, with at least 3 years of work

experience who undergo a flexible work arrangement. To continue with this

research, researchers sought permission from their school's principal to

perform the research in their facility. Researchers also sought their consent if

they are willing to participate in the interviews that was conducted. If

everything goes well and they have given the permission to do so, the

researchers will start the interviewing process.

The face-to-face interview has been used to collect data from the

eligible participants, which included study description, additional guidelines,

and the major research questions. The face-to-face data collection has been

applied to minimize any potential risks.

The questions are designed considering potential biases in mind and in

a way that allows the respondent to be as clear regardless of the answer. In

order to minimize the researchers' and participants' biases in order to ensure

 35

impartiality. Researchers was not directly involved in the work with the

participants, and any suggestions from them has been disregarded. With the

opportunity for the interviewers to share their thoughts and feelings, the

respondent has the option of partially revising and editing the questions

(Sönmez et al., 2017).

In order to gather more information and clarity on claims, second

interviews have been conducted that should last between 30 and 45 minutes,

this included some of the same open questions and guiding statements as the

initial interviews, as well as probing questions customized to each

interviewee's individual situation so we have been able to gain clarifications,

examples, or just validate what we had acquired in the initial interview.

There was no limit on collecting the data, open-ended written questions

and answers was unrestricted. In contrast to structured questionnaires with

predefined questions and responses, written answers allowed teachers to

write freely and provide a thorough explanation of their opinions and

experiences, which is impossible with structured questionnaires. Researchers

had taken notes of their personal reactions, insights, and connections as well

as assessments of the interviewees' responses to the gaps in their

responses.

Teachers have been asked to describe how they cope with the

difficulties in a flexible work arrangement, what are the benefits during the

flexible work arrangement, and how the flexible work arrangement affected

their teaching performance. All teachers have been provided the final coded

data for further verification of responses. The original interview and research
 36

notes, despite not being coded as data, plays a role in the data analysis

process.

Data Analysis

Conventional content analysis was used to guide the data analysis,

Initial and targeted coding was employed (Charmaz et al., 2014), as well as

memo writing, continual comparisons, and theoretical sampling (Charmaz et

al., 2014). The goal of this method is to enable research discoveries to arise

from the raw data's prominent or noteworthy themes. Without some form of

systematic process, the problems outlined can easily arise when analyzing

the data, therefore, thematic analysis has been applied as a method. This

form of research also aids in gaining a better understanding of human

perceptions and experiences as well as it can narrow down codes on a certain

theme. The depth of analysis has been directly influenced by the method of

open-ended written questions of this study.

At least two people analyzed and encoded the data separately and

independently from one another. Following the completion of individual data

analysis, the next step came up with a final solution as a group. The data was

organized carefully so that such a common understanding may be obtained

as a conclusion.

Two researchers were in charge of the study's open coding processes.

Codes were originally created by combining the data from interviews with

content analysis, followed by similar codes that are grouped together and a

classification system. The process of coding and categorizing was carried out

several times in order to obtain precise and dependable results. This method
 37

of triangulation has been used to reduce the impact of when different

researchers use different data to come to different conclusions.

The analytical process begins by listening to the audio recordings of

each interview as it helps to understand the core concerns and probable

themes of thoughts and information. Both the first and follow-up interviews

were word-for-word transcribed. With the usage of journaling, manual

annotation and highlighting of the data, followed by the researchers' ideas and

thought processes being written down. Through member checking, the

researchers assured the trustworthiness and truthfulness of the data

collected. As the qualitative research results in long transcripts and extensive

notes that can be time-consuming to read. The recorded interviews were

individually transcribed to arrive at an extended text. It can be difficult to

determine which details are necessary and which are not; in an effort to

"bracket-out" or set aside these elements and immerse in phenomenological

reduction, we have documented personal reactions and interpretations.

When the researchers gathered all of the responses, they started

coding the text segments. Coding is a shorthand for more complicated

information that describes what the content is about and both codes can be

descriptive and interpretive. Each code has a name, as well as a definition of

what it represents and text examples for qualitative researchers to use. Once

the codes have been assigned, researchers were able to simply sort data and

analyze it to find similarities, differences, and links across segments. The text

sections were then sorted using the proper codes. Certain themes of the

study have appeared when the data codes are highlighted and reassembled

into groups.
 38

As the group helps review the codes and emerging themes to finalize

the data, new insights of the themes have been drawn out and increase the

accuracy of the gathered analysis.

Trustworthiness of the Study

The accuracy of a research study, data, and findings is referred to as

trustworthiness in qualitative research. Its study alludes to the level of trust in

information, translation, and techniques used to guarantee the nature of a

review (Pilot & Beck, 2014). In each study, researchers should establish the

protocols and procedures necessary for a study to be considered worthy of

consideration by readers (Amankwaa, 2016). For qualitative investigations,

several alternative trustworthiness evaluation criteria have been offered.

Although most experts agree trustworthiness is necessary, debates have

been waged in the literature as to what constitutes trustworthiness (Leung,

2015). According to authors Lincoln and Guba (2015) in their book

"Naturalistic Inquiry", researchers must devise rules that describe category

properties and that can, ultimately, be used to justify the inclusion of each

data bit that remains assigned to the category, as well as provide a basis for

later tests of replicability. Credibility, dependability, conformability, and

transferability are the four criteria established by Lincoln and Guba (2015) for

determining the reliability of qualitative research.

Credibility of the review, or trust in the reality of the review and thus

the discoveries, is the main measure (Polit & Beck, 2014). It is how confident

the qualitative researcher is in the truth of the research study’s findings.

 39

Researchers used triangulation to show that the research study’s findings are

credible.

Dependability is the consistency and reliability of research discovery,

allows someone outside the research to follow, audit, and critique the

research process such that all are supported by the data as received from

participants. The researchers portrayed the progressions inside the setting

where the exploration is occurring (Polit & Beck, 2017).

Conformability of the study or confidence in the truth of the conclusion

is the most important criterion (Polit & Beck, 2014). This occured when the

findings are based on participants' responses and not any potential bias or

personal motivations. Researchers have provided an audit trail, which

highlights every step of data analysis that was made.

Transferability refers to the ability to apply the findings of a study to a

variety of circumstances and contexts. Researchers cannot guarantee that

results based on data analysis are transferable, but they can show that they

are plausible. It is based on the idea that discoveries may be applied to

different situations or populations (Polit & Beck, 2012).

Authenticity criterion relates to the extent to which researchers

accurately and truthfully portrays a variety of realities (Polit & Beck, 2012).

Regarding the study’s validity, it may vary from concerns about research's

dependability and legitimacy to concerns about helpful research and

considering its influence on persons from the way of life or local region being

investigated.
 40

CHAPTER 3

RESULTS

This chapter provides and examines the lived experiences of private

school teachers in a flexible work arrangement, as well as their coping

mechanisms and insights gained through in-depth interviews.

To conclude, the following study questions were distributed to

participants: What are the lived experiences of private school instructors in

regard to their flexible work arrangements and the new normal brought about

by the outbreak? What are private school teachers' coping mechanisms in the

face of the challenging transition of work arrangement and time allocation?

What are private school teachers' perspectives on this flexible work

arrangement?

Assessing the Lived Experiences of Private School Teachers

in this Flexible Work Arrangement

Based on the answers of the participants during the in-depth

interviews, four essential themes emerged, as reflected in Table 1. The

themes are limitations encountered towards work adjustments; set

organization in workloads; performance diversion in workspace; and

functionality out of the adaption. These themes that were generated through

the lived experiences of the private school teachers are based on the core

ideas, which are the results of careful analysis of the various responses of the

participants, which are also reflected in Table 1.

Accounted below are the four themes that reflect the lived

experiences of private school teachers in a flexible work arrangement that

they shared through in-depth interviews.

 41

Table 1
The Themes and Core Ideas of the Lived Experiences of Private
School Teachers in this Flexible Work Arrangement

Major Themes Core Ideas

 interaction with learners
Limitations Encountered
 measured teaching
Towards Work Adjustments
 struggle with assistance
 extending work time
Set Organization in
 personal balance
Workloads
 work satisfaction

 not enough time

Performance Diversion in
 work from home state
Workspace
 insufficient concentration

 protected health care

Functionality Out of the
 more time with family
Adaption
 positive teaching motivation

Limitations Encountered Towards Work Adjustments. Responses

to the questions asked about the experiences of private school teachers in the

flexible work arrangement. The analysis revealed that most of the encounters

of the participants are based on limitations encountered towards work

adjustment.

Respondent X stated that,

“Working experiences as a teacher, yes true because shifting dayon

from face-to-face from modular, which is difficult to adjust kay murag nakalitan

ba—nakalitan na adjustment.”
 42

(Working experience as a teacher, yes true because swiftly shifting

from face-to-face from modular, which is difficult to adjust because it’s like a

shock—the adjustment is too sudden.)

Respondent Y stated that,

“Daghan kaayo mi buhaton—so kinahanglan mag himo man mig

curriculum, learning plan, and the module, then maghimo pud mi ug DOS, and

then magcheck pa jud mi, and then paghuman ana, ihatag namo sa inyuha.

Then mag-connect mi, kami jud ang mu-check.”

(We have a lot to do—so we necessarily have to make a curriculum,

learning plan, and the module, then we have to make the DOS, and then we

need to check, and then after that, we hand it out to the students. Then we

needed to connect, it should be us who'll have to check.)

Respondent Z stated that,

“Uhm, very challenging because we need to prepare our lessons for

learners who are enrolled for the Schoology platform—and another

preparation for our modular learners.”

Set Organization in Workloads. Different private teachers’

experiences with their time management in their individual workloads. As

teachers who disseminate knowledge to learners, it is crucial for time essence

to be balanced in workloads. The following responses seemed to be related to

theme that was based from the core ideas.

 43

Respondent X mentioned that,

“—we arrange the work from home, and then after the work from home,

naay muanhi diri sa school, and then we make ‘tamad-tamad’ naging lazy

gyud mi.”

(—we arrange the work from home, and then after the work from home,

there will be people who will come here in school, and then we make ‘lazy-

lazy’ we really are becoming lazy.)

Respondent Y stated that,

“Para sa akoa, it’s about balance. I-balance nalang nako akong time

sa, usahay dal-on nako sa balay pud kay kung diria dili kaayu ko kafocus kay

“Ma’am, ma’am!”. Daghan kayo sigig anhi, kay ang mga bata gaanhi baya

no?”

(For me it’s about balance. I just balance my time with—sometimes, I

would bring my tasks home when I could not focus because there are lots of,

“Ma’am, ma’am!” There are lots of students right? Because the children are

going to come to school, right?”)

Respondent Z stated that,

“Endless paperwork and extended working hours be brought to own

spaces. There are difficulties in retrieving the modules from the learners.”
 44

Performance Diversion in Workspace. Ideologies that come up with

the adequate use of the assigned workspace for private school teachers

especially that we are in the flexible work arrangement because of the

pandemic.

Respondent X stated that,

“Understanding is…dako gyud ang buhaton sa teacher kay lahi man

gyud karon, naa gyuy adjustment na buhaton ang teachers because naa mi

sa school nagabuhat sa among mga buhatunon.”

(Understanding is…There’s a big responsibility for the teacher to do

because it is very different now, there is always an adjustment to be made by

the teachers because we do our workloads at school.)

Respondent Y mentioned that,

“I-balance nalang nako akong time sa…usahay dal on nako sa balay

pud kung diria kay dili kaayu ko kafocus.”

(I just balance my time with…sometimes I would bring my tasks home

when I could not focus here.)

Respondent Z stated that,

“It is busier for us than before because we are expected to be present

and available even during our lunch.”

 45

Functionality Out of the Adaption. In the new normal implemented

due to the COVID-19, there are advantages and functionalities in adapting the

flexible work arrangement arranged not only for other employees, but also for

private school teachers.

Respondent X stated that,

“Personal of years to my family of course, we have a lot of time to my

family kay [inaudible]…kay muingon man tag kanang kuan ubohon kag sip-

onon ka naa man kas inyong balay.”

(Personal of years to my family of course, we have a lot of time to my

family [inaudible] because even if we say that per se-- you have a cough and

cold even if you're just in your house.)

Respondent Y stated that,

“Ang advantage…makalaag (laughs) dili bitaw oy, kanang free ka sa

imong time, diba? Free ka, buhat sa inyuha pud diba advantage sa inyuha so

ginabalance lang pud namo if ever na mulaag mi, gina see to it pud namo nga

naa pud mi agi.”

(The advantage…we can go out (laughs) just kidding, what I mean is

free or you're free of your time, right? You're free, and an advantage for you,

so we balance our time if ever we want to hang out, we see to it that we had

something done.)
 46

Respondent Z stated that,

“Today's situation helped me to—uhm…find balance on how to deal

with my personal and professional growth and conspiracies.”

Responded Y added that,

“Then pag—mag work from home lang mi basta naay mga na-COVID.

So kana siya gina-balance lang nako like, pag-abot diria maghimo napud ko

ug module…. or mag check, depende.”

(Then we just work from home as long there are people who have

COVID. So that, I'm just balancing like, when I get there I'll make a module….

or check, it depends.)

Assessing the Coping Mechanisms of Private School Teachers

in this Flexible Work Arrangement

To bring about profound answers from the participants on how they

cope with the challenges they face as private school teachers in this flexible

work arrangement, the following questions were asked to the participants;

what are your personal coping or stress-relieving strategies regarding dealing

with this new arrangement as a private school teacher, and as a teacher who

have spent years in educating students, how difficult was the adjustment from

the old to the new normal of teaching due to the pandemic?

The four themes that came out as a result from the core ideas are the

utilization of stressors, control over transition, room for comprehension, and

percipience of human aspiration.

 47

Table 2
Themes and Core Ideas of the Coping Mechanisms of Private School
Teachers in this Flexible Work Arrangement

Major Themes Core Ideas

 god as guidance
Utilization of Stressors  managing capabilities
 unwind to de-stress
 demand of time
Control Over the
 capacity to adapt
Transition
 influential presence

 able to communicate
Room for Comprehension  asking for supervision
 visual aids for learners

 grasping student’s perspectives

Percipience of Human
 reaching out
Aspiration
 empathizing one another

Utilization of Stressors. Coping up with the stress means

approaching it on how an individual is able to manage and build up Following

responses notably relates to coping up with the stressors.

Respondent X stated that,

“—imo na nang basehan na “God above all”, na nanarbaho ka it's

because gi offer nimo kay Lord, kanang you’re not counting the cause.”

(—you are already basing to “God above all”, that you work because

you're offering to the Lord, that you’re not counting the cause.)

Respondent Y stated that,

 48

“Na stress ba ko? Wala man ko na stress. Murag na-happy ko kay

nakit-an nako sila. Wala nako na istress kay 4th naman gud.”

(Am I stressed? I don't think I get stressed anymore. I seem to be

happy to have seen them. I am not stress anymore because it's already the

4th quarter.)

Respondent Z mentioned that,

“—trying to embrace and cope with pressure, and then connect with

understanding and supportive people, and unwind occasionally.”

Control Over Transition. Adapting to the shifting of transitions from

the pre pandemic to the pandemic which all started when COVID-19 affected

the Philippines to have control over the adjustment into the teaching. The

responses are related to how much the transition affected them.

Respondent X mentioned that,

“I will not rely widely on the books pagkakita nako, once mahatag na

nako ang learning competency is done, mas mu dig pa ko deeper para

daghan ang learning.”

(I will not rely widely on the books when I see it, once I can give the

learning competence is done, I will go even deeper for more learning.)

Respondent Y stated that,

 49

“Kuan, time management. Katong balance humana man siya. Time

management ug pagiging (coughs) pasensyosa jud sa tanan nimong mga

trabaho-on.”

(Hmmm, I'd say time management. We balance everything. Time

management and being (coughs) patient in all your works.)

Respondent Z said that,

“I need to be patient and considerate with my students and…be

disciplined and professional. I mean—uhm we need to take risks to help and

impart good memories with students, right?)

Room for Comprehesion. Understanding should be put first and they

should have a room for comprehension to understand the relationship they

create with other people because it is essential in their capabilities as

teachers. The following responses is related to the communication of the

teachers and students and how they understand each other.

Respondent X stated that,

“—wala nako gitan aw ang imong ka professional, nga naa koy dako

kaayo na gap with my students. No, wala ko ga ingana. Kay para sa

estudyante mu approach sa akoa “—ay dali Sir Noe, storya ta.” Ana ba.”
 50

(I don't care about your professionalism; like that I have a huge gap

with my students. No, I'm not like that. Because for the student to approach

me like, "Come on Sir Noe, let's talk." Just like that.)

Respondent Y said that,

“Lahi jud nga naa kay kuan ba—ka interact nga naa jud sa imong

atubangan nga “Unsaon gani to paghimog kuan excel sa grado?””

(It is really different because—you can really interact face to face “How

can you even make excel in this grades”.)

Respondent Z stated that,

(I have realized to work with students as a partner in learning and…you

know, respect the diversities of students.)

Percipience of Human Aspiration. Due to the limitations of physical

communication in education and social activities, understanding is essential

for both teachers and students. There are links through comprehending to

reconnect or connect with other people and the following justify the ideas and

claims.

Respondent X stated that,

“—and then it’s very difficult pud, in the part of the student nga sila lang

ang musabot. That is why there should be an adjustment to make para win-

win solution sa mga teachers and students.”

 51

(—and then it’s very difficult also, in the part of the student that they are

the only ones to understand. That is why there should be an adjustment to

make so that there is a win-win solution between the teachers and the

student.)

Respondent Y stated that,

“tapos naay mga pangutana ang mga bata nga—lami kaayu ingnon

“anhi nalag school kay iexplain lang nako.”

(then the children will have questions that—it is pretty tempting to say

"come to school and I'll explain clearly.)

Respondent Z stated that,

“—some learners are massaging us even late to…you know, ask

because they are facing difficulties in discerning the tasks given. Indeed, it is

a great challenge too.”

Assessing the Insights of Private School Teachers

in this Flexible Work Arrangement

Insights were drawn from the participants by asking questions. From

their insights, core ideas were drawn out which led to four major themes. The

following themes are self-reflection upon difficulties encountered,

determination to adapt changing circumstances, distribution of moral

principles, and self-progression in fulfilling objectives.

 52

Table 3
Themes and Core Ideas of the Insights of Private School
Teachers in this Flexible Work Arrangement

Major Themes Core Ideas

 understanding the obstacles

Self-Reflection upon
 self-improvement
Difficulties Encountered
 effectiveness of self-learning

 possibility-seeking mindset
Determination to Adapt
 effort to apply the adjustment
Changing Circumstances
 long-term patience

 pursuing with the visions

Distribution of Moral
 insights shared
Principles
 accepting critiques

 shaped by negative and positive

Self-Progression in experiences
Fulfilling Objectives  discovering students’ abilities
 improvement in handling issues

Self-Reflection upon Difficulties Encountered. The difficulties that

were encountered by the private school teachers are essential to their self-

improvement and to be better on their own understanding with issues with

themselves. These are evident responses from the participants.

Respondent X stated that,

“At first diba niingon ko nga it is difficult to adapt kay nag-shift? Pero

karon since we are entering—two years na ang… naa na—nakita na nako

nga murag na-adapt na namo.”

 53

(—at first didn’t I say that it’s difficult to adapt because of shifting? But

now since we are entering—two years that… is already there—I can already

see that we seem to have adapted well.)

Respondent Y said that,

“kong gina huna-huna, “Hala unsaon mani oi kadaghan ba nakog

trabaho-on” murag ana gud feel nako grabe heavy na jud kaayu. Pero para sa

akoa, naging pasensyosa na gud ko tapos makisama.”

(I was thinking, "How can I work so much?" It seemed like I was feeling

really tired. But for me, I learned to become very patient and would often be

sympathetic.)

Respondent Z stated that,

“I need to be patient and considerate with my students, right? Be

disciplined and professional and you know…take risks to help and impart

good memories to students.”

Determination to Adapt Changing Circumstances. The participants

find ways on how they adapt to the changes of the new workspace, as well as

the sudden shift of learning and teaching modality. These responses are

some of the accurate way to adopt changes. Notably, the following responses

are related to the ways of the participants.

 54

Respondent X stated that,

“I elaborate further…pero daghan jud kaayong adjustment ang gibuhat

gyud namo para lang gyud dili mawala ang amoang kuan gale—mahatag

namo sa mga estudyante pud nga naa ta.”

(I elaborate further…but we have made a lot of adjustments just so that

we don't lose our you know—we can give the students all that we've got to

offer.)

Respondent Y said that,

“At least ang iyang nalang—akong—ang iya nalang na contribute ang

ako naa pud na contribute.”

(At least their only—I—their only contribution is that I also can

contribute.)

Distribution of Moral Principles. Insight about their principles were

asked to know what are the valuable principles private school teachers have.

The participants follow these valuable principles as it is required. Following

responses seem to be related to the principles they have as teachers.

Respondent X said that,

“Naa man diha ang mga vision nato oh—ang vision, mission

statement…envisions God-loving and morally upright learners. So gi-share

nalang diha. Everthing is in the vision.”

 55

(There are also our visions there—the vision, mission statement…

envisions God-loving and morally upright learners. So the vision is already

shared right there. Everthing is in the vision.)

Respondent Y stated that,

“ah, higpitan pa gyud gali nila ilahang mga… uhh, rules and regulations

sa—labi na dapat kung naa kay rules—dapat imong guidelines ana is… dapat

ma acquire jud na niya ba.”

(Uhh, they should make their…stricter…uhh, rules and regulations on

—especially if there are rules—your guidelines should be there… one should

he be able to acquire what is envisioned.”

Respondent Z said that,

“Every day we discover…uhh, new things and wisdom that comes from

our daily experience(s). You know, these experiences would be—someday

our mentors to become more productive and effective educators.”

Self-Progression in Fulfilling Objectives. In improving oneself for the

better, we, people, even teachers set goals and objectives to learn and

develop. This includes the improvement of one's knowledge and character by

one's own efforts. The following responses seem to relate with developing

oneself.
 56

Respondent X stated that,

“I have my own vision as health personnel. Pero when it comes to

teaching, naa may vision ang school. So, didto ta mu follow sa vision sa

school, dili akoang vision.”

(I have my own vision as health personnel. But when it comes to

teaching, the school has a vision. So, there we follow the vision of the school,

not my vision.)

Respondent Y said that,

“Pero gai—mas ganahan ko mas taas kong kumpyansa kung

manguntana ang bata sa akoa. Wala man jud namo gihimo jud—na buot-buot

nga amoa.”

(But gai—I prefer my confidence be raised when a child asks me. We

don't make stuff up ourselves.)

Respondent Z stated that,

“Who I am today is the result of my hard work and applications of my

valuable principles. The values that could be shared and integrated with the

students in our instructions.”

 57

CHAPTER 4

DISCUSSIONS, IMPLICATIONS, AND RECOMMENDATIONS

The primary goal of this chapter is a discussion of the findings of the

study focused on the major themes of the evaluation of the lived experiences

of private school teachers. Correspondingly, this part addresses the

implications for educators in the flexible work schedule, research

recommendations, and concluding remarks. The researchers also recorded

the respondents' responses, reactions, and agonies throughout the in-depth

interviews and focus group discussions.

DISCUSSIONS

The Lived Experiences of Private School Teachers

in a Flexible Work Arrangement.

The participants' responses to their experiences as private school

teachers suggested that the majority of them had comparable experiences.

Their reactions differed based on the conditions and circumstances they

encountered.

When the researchers began the interview, the process of engaging

with the respondents flowed naturally and honestly. They began to share their

perspectives, thoughts, feelings, problems, coping methods, and insights

gained while working as private school teacher in a flexible work arrangement

all throughout the pandemic.

The results acquired were analyzed through the responses of the

participants, revealing four major themes; Limitations Encountered Towards

 58

Work Adjustments, Set Organization in Workloads, Performance Diversion

Workspace, and Functionality Out of the Adaption.

One of the major theme was Limitations Encountered Towards Work

Adjustments. When direct contact is replaced by indirect interaction, work

becomes significantly more challenging, and many other elements must be

considered (Aperribai et al., 2020), most teachers were thrown into immediate

remote teaching with little to no preparation as a result of shelter-in-place

instructions. In many instances, teachers said they couldn't hold students

accountable for assignment completion because the requirements for live,

online participation were unclear (Marshall et al., 2020), and there are classes

explained in a medium percentage of the textual units (Aperribai et al., 2020)

that struggle to reach the students' learning capability.

Another major theme was the Set Organization in Workloads. Although

many teachers like teaching in a new setting with new ways, those who are

new to the practice may experience increased workloads, technological

problems, and trouble engaging with students, as well as difficulty monitoring

student achievements (Kraft et al., 2020). Teachers' workload can be

considered quite high, and consequently, the teaching profession can be

characterized by high levels of stress and physical complaints (Bogaert et al.,

2014) especially now with the absence of a typical workspace. With deadlines

and schedules to follow, teachers' flexibility necessitates providing options are

based on the present reality of the educational environment and designing a

course to match the demands of the students (Huang et al., 2020), these

options for learning can include class times, rescheduling, and course content

that covers and balances their work hours and personal life.
 59

Performance Diversion in Workspace is another prevailing theme.

There had been a sense of acceptance in their responsibilities that teachers

had to alter to enable their schools to move forwards towards reopening,

despite reports of increasing effort and greater uncertainty in their work roles

(Asbury et al., 2021). Findings suggest that the sudden shift to remote

teaching has posed significant challenges for teachers and restricted students'

ability to engage in learning. Teaching remotely during the pandemic has

been a big problem, even with district support (Kraft & Simon, 2020). Even

more concerning are estimates of significant student learning loss, as well as

learning supports at home, which are compounding achievement

discrepancies due to the teacher’s increasing workloads and not enough time

in entertaining queries. According to Rasmitadila et al. (2020), teachers

confront issues in virtual education adopted in the Covid-19 pandemic, such

as technical impediments, student conditioning, student involvement in

education, and online learning experience.

Another theme that was generated was the Functionality Out of the

Adaption. As the COVID-19 issue unfolded, a broader range of

responsibilities, were moved to the internet. As a result, a growing body of

study has focused on the experiences of working and learning from home in

these unique circumstances (Wallengren-Lynch et al., 2021). As social work

educators we are obliged to think imaginatively and adapt technology to fulfill

the instructional aims (Kourgiantakis & Lee, 2020). The management of

boundaries between work and family of remote workers studied by Eddleston

and Mulki (2017) revealed that working from home reduces the ability of

remote workers to disengage from work. This has been welcomed by some
 60

and experienced as stressful by others. For most professions, the flexibility

provided by technological mobilization has shattered the conventional work-

life divide. Working from home provides several advantages, like not having to

commute, managing domestic obligations, and less distractions. People who

work from home routinely report higher job motivation and satisfaction, which

is likely owing to more work-life flexibility and control (Aczel et al., 2021).

The Coping Mechanisms of Private School Teachers

in a Flexible Work Arrangement.

When faced with obstacles and challenges, various people have

different ways of finding answers or methods to deal with the circumstances.

Private school teachers have different ways of dealing with the obstacles they

confront in their work and employment, especially now that we are in the

midst of a pandemic that made a huge change in our lives.

The answers of the respondents were evaluated to identify four major

themes which are Utilization of Stressors, Control Over the Transition, Room

for Comprehension, and Percipience of Human Aspiration.

One of the prompting themes in private school teachers' coping

mechanisms is Utilization of Stressors. The findings of the study demonstrate

the importance of the individual in the development of teachers' learning

resources. Teachers' usual days were already stressful enough, given their

hefty workloads, time constraints, and difficulty juggling role around the world

(MacIntyre et al., 2019). Coping is the practice of dealing with a stressful

situation by employing one or more skills or strategies (Talbot & Mercer,

2019). It is commonly recognized that teaching is a stressful profession, and

according to McIntyre (2015), teacher stress is on the rise, affecting teachers'

 61

abilities to perform their obligations. Teachers who recognize their own stress

and learn coping strategies work in a healthy work environment. As a

consequence, the findings will show how stress impacts teachers in their daily

work and by identifying qualities that might result in a new awareness of

understanding, job empowerment, and enhanced assistance.

The following theme was the Control Over the Transition. In times of

crisis, the teaching and learning process takes on a new shape. Schools must

be resilient in the face of disasters and crisis (both man-made and natural),

and discover innovative ways to continue teaching–learning activities (Chang-

Richards et al., 2013). As a result of the interviews in this phase on the

transitions from pre-pandemic to pandemic, teachers have been having

difficulty teaching their students. A significant aspect is the necessity to limit

the immediate impact of school closures on the continuity of learning among

students (Edizon et al., 2020). Furthermore, because teachers are the ones

who provide and support the learning process, their viewpoints are just as

significant as the learners'. During a pandemic, the issue is to strike a balance

between relevant basic competencies for students to gain and teachers'

desire to attain the curriculum's planned results (Gachago et al., 2018).

Another theme that emerged was the Room for Comprehension.

Student behavior in the classroom can be positively influenced by good

teacher-student connections. Positive interactions can assist preserve student

interest and active involvement in learning, and the learning environment

plays an important role in creating a student's motivation to study (Maulana et

al., 2013). On the other hand, teachers must set and convey high academic

and behavioral expectations for all students. Based on the interviewee’s

 62

answers, a students’ behavior is their need in order to build a good

relationship. Teachers might use a variety of techniques to demonstrate their

concern. Almost everyone has a favorite and a least favorite, and it all relies

on how the student-teacher connection was created, nourished, and allowed

to develop (Lee, 2016). As a result, teachers who empathically engage with

their students are best able to gain a thorough grasp of their students' various

needs and capabilities (Lanfranchi, 2018).

Another remarkable coping strategy is the Percipience of Human

Aspiration. Building bridges has been a popular metaphor in the field of

education to represent teachers' work with intercultural understanding,

alluding to the facilitation of communication that brings people together and

allows them to overcome cultural, linguistic, and religious obstacles

(Skrefsrud, 2018). The bridge-building metaphor represents how teachers can

bridge gaps between differences, allowing for an interchange of thoughts and

ideas. Jensen (2016) claims that educators can and must make a difference

in the lives of low-income kids through education for the greater good of

society. Jensen stated that educators' focus should be on how to enrich their

teaching in order to promote all students' hidden potential. Teachers,

according to Immordino-Yang and Gotlieb (2017), must be able to engage

socially with pupils while maintaining classroom discipline. In addition, they

argued that argued that effective teachers must be able to engage with

students around their curiosity, interests, and habits of mind by understanding

and approaching content while researching the effects of emotions and

learning mindsets.
 63

The Insights of Private School Teachers

in a Flexible Work Arrangement

The participants have shared their insights as private school teachers

who have experienced different challenges in teaching as profession. The

insights are the Self-Reflection upon Difficulties Encountered, Determination

to Adapt Changing Circumstances, Distribution of Moral Principles, and Self-

Progression in Fulfilling Objectives.

Self-Reflection upon Difficulties Encountered is one of the prevailing

insights from the participants. It is manifested in how people understand

issues, failures, or unfavorable experiences, as well as what they have gained

from such challenges. Changes in a person’s academic environment and

social life are frequently related with increased levels of anxiety and stress

(Thurber & Walton 2012). Ramos (2014) mentioned that while the new

document indicates the need of providing appropriate space for pre-service

teachers to study and reflect on the context, the priority is on establishing a

sustainable educators conduct classes. Furthermore, Nunez and Tellez

(2015) stated that the concept of a problem promotes reflection since

teachers' worries motivate them to act in order to ease a learning issue.

Reflecting on the problems is the willingness to work through the personal

experience of having contributed to a failed outcome.

Another notable insight from the participants is the Determination to

Adapt Changing Circumstances. Given connection constraints, the idea of

flexible learning developed as an alternative for distance learning, particularly

in higher education institutions in the Philippines. The need to mitigate the

immediate impact of school closures on the continuity of learning among

learners from their perspectives is an important consideration (Edizon, 2020).

 64

Teachers should effectively approach these current challenges to facilitate

learning among learners, learner differentiation, and learner-centeredness

and be ready to assume the role of facilitators on the remote learning

platforms (Lee, 2020). One emerging reality as a result of the world health

crisis is the migration to online learning modalities to mitigate the risk of face-

to-face interaction. A flexible curriculum design should be taken into account

the demographic profile and circumstances of learners such as access to

technology, technological literacies, different learning styles and capabilities,

different knowledge backgrounds and experiences - and ensure varied and

flexible forms of assessment (Ryan & Tilbury, 2013).

Another prevalent understanding is the Distribution of Moral Principles.

All teaching is founded on ethics whether it be the teacher-student

relationship, pluralism, or a teacher’s relationship with their work. Remote

learning also presents teachers with challenges of how to maintain

relationships and establish emotional connections with students, and how to

sustain student engagement with learning, especially among those who are

most vulnerable (Hagerman & Kellam 2020). At the same time, threats to

learning and well-being of teachers as well as students during the pandemic

have reminded educators, policymakers, and society, about the importance of

teachers and teaching. (International Council of Education Advisers, 2020). In

addition, establishing that philosophical ideas are useful in driving policy and

development in real societies raises significant and complicated technical

inaccuracies. According to Biesta (2013), a more digitally infused learning

environment especially, becoming a better facilitator of learning, and

becoming a teacher who can let go of some of their own power to embolden
 65

greater self-determination among their students, will be an essential aspect of

every teacher’s expertise.

Another major theme was the Self-Progression in Fulfilling Objectives.

Setting goals can help determine how best to spend your time. By identifying

what is truly important to you, you will know where to concentrate your

attention and energy. In order to ensure the validity of one’s knowledge and

organizational objectives, people must always engage in continual self-

development in order to understand organizational objectives and principles

the organization upholds (Whetten & Kim, 2012). At the same time,

knowledge and technical competence for the job may be required, as may

promoting teamwork, conflict management and resolution. Others'

development will enable them to complete their tasks and meet both personal

and organizational goals (Allan & Waclawski, 2013). Implementing a personal

development plan requires concrete experience. This process involves

listening, feelings, and weighing options. It enables a person to feel connected

to his or her personal development goals and grade them in terms of

importance (Cameron & Quinn, 2014).

IMPLICATIONS

Implications on Lived Experiences of Private School

Teachers in a Flexible Work Arrangement

The lived experiences of the stories of private school teachers in a

flexible work arrangement continues to guide aspiring instructors as they

become a professional educator. The lived experiences serve as an idea in

case a certain situation happens, one is knowledgeable enough to do

 66

something. The private school teachers will carry on to teach learners

satisfactorily as they investigate through this study.

Limitations Encountered Towards Work Adjustments. The teacher’s

limitations encountered towards work adjustments involves interaction with

learners, measured teaching and the struggle with assistance. The private

school educator’s limitations encountered towards work adjustments can help

other aspiring teachers to work harder and smarter as it gives them an idea

on how the situation works. As readers investigate through the study, they will

have insights on how to handle such challenges. Globally, private school

educators learn how to successfully manage their jobs when they struggle to

do their work. In the domestic range, educators continue to have a good

relationship with their students as they communicate in a healthy manner. In

the local capacity, educators get to teach with the right and generous amount

of time for the advantage of both learner and teacher parties.

Set Organization in Workloads. In the educator’s time essence in

workloads, it involves extending work time, personal balance and work

satisfaction. The private school teacher’s time essence in workloads can help

aspiring educators how to handle and manage their time staying mentally

sane. Readers will learn more about this study as they investigate it, making

the study their guide as they face similar challenges. Internationally, private

school educators learn to practice time management skills increasing time for

themselves which avoids tensity and stress. In the internal situation, private

school teachers will have personal balance between work and personal life as

they learn to organize their time. Regarding the domestic reach, the educators
 67

will continue to have a satisfactory result from their effort since they have time

to improve their skills.

Performance Diversion in Workspace. Regarding the teachers’

diversified ideas of assigned workspace, it includes not enough time, work

from home state and insufficient concentration. The private school educator’s

diversified ideas of assigned workspace continue to provide knowledge to

guide teachers away from procrastination, unsettled schedules and not having

enough time. It helps them to grow and have insights from the study that the

researchers have investigated. In the interplanetary scope, private school

educators get to work from home with the balance of work and personal life,

not affecting each other. In ethnic range, public school teacher’s will have

enough time to not only do their job satisfactorily but also to have the time to

do their personal life activities and get to have a time for themselves. In a

regional extent, private school teachers will be able to disciplined theirselves

to follow the planned schedule, avoid procrastination, and will have the

motivation to do more.

Functionality Out of the Adaption. Talking about the private teachers’

functionality out of the adaption, it involves protected health care, more time

with family and positive teaching motivation. How educators work as they

transition from the normality to something new affects their work. The private

school teacher’s functionality out of the adoption results to both positive and

negative outcome, depending on how an educator handles the sudden

transition. The aspiring educators learns to embrace the new normal, facing

the challenges of the new work arrangements that is assigned. In general

scope, private school teachers continue to have an inspirational and

 68

encouraging teaching strategies that effectively influence the learners to do

more and study harder and smarter. In the national setting, the private school

teachers will have more time with their family as they smoothly adjust to the

new flexible work arrangements which helps them to cope with stress and

pressure. Locally, the private school educators get to have a protected health

care where they are physically, emotionally, spiritually and mentally healthy

which results to a better outcome when teaching.

Implications on Coping Strategies of Private School

Teachers in a Flexible Work Arrangement

Private school teachers’ coping strategies give knowledge and ideas as

it contains information how effective the strategies are. Coping strategies

helps to avoid mental instability as it holds content that can improve one’s

skills. Participants share their coping strategies for additional information that

holds helpful advices, ways and ideas to relieve stress and tension.

Utilization to Stressors. When it comes to teachers approaching the

stressors, some of the research participants include God as guidance,

managing capabilities and unwind to de-stress. The private school educator’s

way of approaching the stressors can be an advantage to those who seek

knowledge as it gives additional useful and crucial advices to aspiring

teachers. It can serve as a guide for those teachers in-training and for those

who simply want to know different kinds of ways to approach stress. Focusing

on the global scope, private school teachers get to know how to take a breath

and know how important their mental health is. In the national play, educators

will have a deeper connection with God and have a profound understanding

religiously. In community setting, private school teachers will know how good
 69

or bad they are when it comes to managing capabilities and improve them as

they investigate the research.

Control Over the Transition. The educators’ control over the transition

involves demand of time, capacity to adapt and influential presence. The

private school teachers control over the transition helps aspiring educators to

balance their work and private life, making it less stressful for them to handle.

It continues to guide them to transitioning from the traditional learning system

to something new. In the overall scope, teachers will continue to have enough

time for themselves and at the same for them to communicate and make a

healthy relationship with their students. Regarding the state coverage, private

school teachers will have the adaptive capacity to the changes as they teach

in a flexible work arrangement. In a district purview, the private school

educators will be an influence to be a good example as they teach students.

Room for Comprehension. Focusing on the teachers’ room for

comprehension, it involves the ability to communicate, asking for supervision

and visual aids for learners. The private school teachers’ room for

comprehension will successfully be improved as they practice to understand

and adjust themselves to know how to communicate to the learners. The

aspiring instructors will gain an understanding on how to approach the

students accordingly. All the private school teachers worldwide will be able to

adapt themselves the way of communicating and approaching students

without the learners being intimidated. In the national scope, the private

school teachers will be continuing to supervise the learner’s behavior as they

gain knowledge through them. In the local field, the private teachers will carry
 70

on to teach students in any way possible, for instance the visual aids for

students to learn and understand lessons and topics clearly.

Percipience of Human Aspiration. Talking about educators’ bridge to

understanding people, it involves grasping students’ perspectives, reaching

out and empathizing one another. It is safe to say that the bridge to

understanding people is a crucial way to teach students and communicate to

fellow educators in order not only to teach but also to learn from other people.

As readers continue to investigate this study, they will gain strategies to help

them communicate to people more effectively. The private school instructors

around the world will be able to digest and acknowledge the students’

perspective which results to them understanding the learners. The private

school teachers all over the country will continue to reach out without any

misunderstanding or issues as they communicate. The span of the community

private school teachers will have a deep connection with their students and

coworkers as they learn to emphasize one another.

Implications on Insights of Private School Teachers

in a Flexible Work Arrangement

The insights of the stories of the private school teachers in flexible work

arrangement serve as an inspiration to many as they continue to work their

job as professional educators. The lessons that have been gathered will be

used as an example for teachers and students who seeks wisdom and

additional information that mainly talks about the insights of private school

teachers as they settle in a flexible work arrangement. The response of the

participants will be an advantage as it helps to improve and educate not only

aspiring educators but for those who also pursue the compiled data.
 71

Self-Reflection upon Difficulties Encountered. The private school

teacher’s Self-Reflection upon Difficulties Encountered involves

understanding the obstacles, self-improvement and effectiveness of self

learning. As years pass by, the educators gain more experience, having more

knowledge being able to guide and teach those who aspire teaching. The

soon-to-be teachers and the teacher-in-training can use the private teacher’s

insights as an advice so they can apply it to themselves. As they look into this

study, they will acquire wisdom on how to improve not only how they work but

also as an individual. Globally, private school teachers continue to learn how

to improve their selves as a person and as a professional educator, teaching

students in an appropriate and amiable manner. The country’s private school

teachers maintain to live a life with the efficiency of self-learning as they teach

and at the same time, gain knowledge. In the local scope, private school

teachers understand the obstacles they will encounter as they learn from the

students and teach different topics.

Determination to Adapt Changing Circumstances. Talking about the

private school educators’ determination to adapt changing circumstances, it

involves the possibility-seeking mindset, effort to apply the adjustment and

long-term patience. The private school teachers’ determination to adapt

changing circumstances is highly crucial when working as a teacher since it

requires to have strong persistence in making a change and adjusting to a

new work strategy. As aspiring educators investigate this study, they will

acquire new insights regarding on how to build up determination and improve

their adaptability skills. In a Worldwide scope, private school teachers

continue to make an effort to implement adjustments that leads to a positive

 72

result from working since without effort, there wouldn’t be a successful

outcome. In the domestic range, the private school teachers learn to have a

positive mindset that always makes a way and look for possibilities in order to

make a change. In a community scope, private school teachers focus on

patience throughout the time as it requires a generous amount of patience

and discipline to teach students.

Distribution of Moral Principles. Focusing on the distribution of moral

principles, it involves pursuing with the visions, insights shared and accepting

critiques. The private school educators’ insights about the valuable principles

in their career suggested to follow and to be more firm about it. By taking note

of the distribution of the moral principles, teachers and students will be more

discipline and well mannered. Looking into the study for guidance and

knowledge, aspiring educators will be reflecting on their selves, checking their

strengths and weakness and improving their skills. In the international reach,

private school teachers will be able to share insights for co-teachers and

aspiring instructors to serve as a guide and advice. Nationally, the educators

carry on in improving their selves by accepting critiques, not being negative

about it and not taking it the wrong way, misunderstanding the situation. In the

regional context, the private school teachers will continue to be a good

example to learners following the school’s visions, making them a better

person and improving the environment they are in.

Self-Progression in Fulfilling Objectives. When it comes to private

school teachers’ developing oneself in fulfilling objectives, it involves shaping

by the negative and positive experiences, discovering students’ abilities and

improvement in handling issues. The private school teachers’ self-progression

 73

in fulfilling objectives focuses on shaping an educator from the positive and

negative experiences, applying the insights on lessons. Looking into this

study, the aspiring instructors can get messages from the experiences of the

private school teachers in a flexible work arrangement mainly the

communication between the educator and the learner. In the Global reach, the

private school teachers will think about the lessons they have learned in their

life, applying it to their work and inspiring co-teachers and students which

results to the success of a professional teacher. In the country, the educators

will recognize the students’ abilities and skills, helping them to improve and to

focus on doing and following the learner’s passion. In the local scope, the

private school teachers will continue to value lessons from negative and

positive situations which improves the skill in handling different issues.

RECOMMENDATIONS

 Everything has changed dramatically since the outbreak; both learners

and teachers are unprepared. Their work habits and teaching

approaches have switched from face-to-face instruction to online

instruction, which has shown to be just as difficult. Based on the

comments of the respondents, they face a lot of difficulties under the

current new normal education system which is the flexible work

arrangement. The researchers recommend for school head

administrators to ensure that flexibility enhances teaching and learning

and effectively give a big improvement to the teachers. Implementing

set of new scheduled activities and time management would help

teachers to provide good teachings to the learners. The challenges that

they’ve been encountered in this time of pandemic results a lot more

 74

lessons that can be learned which it reflects to their teachings that it

serves as a good path to improvement. Flexible work arrangement is a

good adjustment to all teachers in this time of pandemic.

 After all the difficulties, they have been stressing out on

communication, relationship between the teachers and students, and

also adapting the new transition of teaching. Facing this challenges has

a lot more to do in order to cope up this problem and the way teachers’

experiencing it, it can affect their work performance as well as their

health condition. A bridge to understanding people helps empathizing

each other and can build a good foundation between the relationship of

teachers and students. These recommendations will serve as guidance

for the school’s head administrator to improve the teaching system as

well as their behavior in organizing their workloads and managing their

teachings. Administrators must first view change at the local level as

occurring within a framework that includes (1) an efficient infrastructure

that uses data-based decision making; (2) effective instruction that

challenges and actively involves students in the learning process; and

an engaging school climate that allows all students to feel welcome

and supported. The following guidelines will present a variety of

important techniques to successfully create change at the local level as

administrators begin efforts to address and eventually improve school

completion rates among students with disabilities.

 In this study, the results of research participants in data gathering has

been revealed that the outbreak affects their work performance. As an

individual, it should be focusing their performance to work hard for

 75

more improvement and aside from working hard, prioritizing one-self

can be a good mindset to an individual especially to the teachers and

learners. Despite of many challenges that has been encountered on

many teachers, they have the will to serve the students in order to

receive good knowledge and kindness of an individual. The effort of

applying the work adjustment is a good mindset to choose the right and

safe learning. In this situation, the researchers propose that school

head administrators provide good assistance to the teachers in order

for them to recover from the impacts of the outbreak that has been

stressing out to their work performance. Despite of experiencing the

impacts from the outbreak, it can manageable and handle the impacts

and continue to serve the students effectively. All of these

recommendations will assist the work performance of a teacher as well

to teach students to improve behavior and provide with multiple good

opportunities and also the most important is to foster the teacher-

student relationship.
 76

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CURRICULUM VITAE

MARIA ALYSSA CECILIA L. SALVADOR

Mobile: +639 073 529 397

Email: [email protected]

PERSONAL DATA

Place of Birth Davao City

Civil Status Single
Citizenship Filipino
Religion Roman Catholic
Father’s Name Alfie S. Salvador
Mother’s Name Cecile M. Lacre

EDUCATIONAL BACKGROUND

Elementary Maryknoll School of Lupon, Inc.

Lupon, Davao Oriental
(2009 - 2014)

Macangao Central Elementary School

Lupon, Davao Oriental
(2014-2017)

Junior High School Lupon Vocational High School

Lupon, Davao Oriental
(2017 - 2021)

Senior High School Maryknoll School of Lupon, Inc.

Lupon, Davao Oriental
(2021 - present)

ACADEMIC RECOGNITION AND SCHOOL/COMMUNITY AFFILIATIONS

S.Y. 2018 – 2019 With Honors (Junior High School)

S.Y. 2020 – 2021 With Honors (Junior High School)
S.Y. 2020 – 2021 With Honors (Senior High School)
S.Y. 2020 – 2022 With Honors (Senior High School)
 119

CURRICULUM VITAE

JHON REY G. PASION

Mobile: +639 959 701 802
Email: [email protected]

PERSONAL DATA

Place of Birth Brgy. Ilangay, Lupon, Davao Oriental

Civil Status Single
Citizenship Filipino
Religion Christian
Father’s Name Edy Y. Pasion
Mother’s Name Emelita G. Morales

EDUCATIONAL BACKGROUND

Elementary Comara T. Manuel Central

Elementary School I
(2011-2017)

Junior High School Lupon Vocational High School,

Davao Oriental
(2017-2021)

Senior High School Maryknoll School of Lupon,

Inc. Lupon, Davao Oriental
(2021 - present)

ACADEMIC RECOGNITION AND SCHOOL/COMMUNITY AFFILIATIONS

S.Y. 2020-2021 With Honors (Junior High School)

S.Y. 2021-2022 With Honors (Senior High School)

CURRICULUM VITAE
 120

SOPHIA CHRYZABELLE C. MAGNO

Mobile: +639 552 458 958

Email: [email protected]

PERSONAL DATA

Place of Birth Lupon Davao Oriental

Civil Status Single
Citizenship Filipino
Religion United Church of Christ in the Philippines
Father’s Name Crisanto L. Magno 111
Mother’s Name Jollybee C. Magno

EDUCATIONAL BACKGROUND

Elementary Comara T. Manuel Central Elementary School

SPED Center
(2011- 2015)
Nangan Elementary School
(2016- 2017)

Junior High School Nangan National High School

(2017- 2018)
Maryknoll School of Lupon, Inc.
Lupon, Davao Oriental
(2018- 2021)

Senior High School Maryknoll School of Lupon, Inc.

Lupon, Davao Oriental
(2021 - present)

ACADEMIC RECOGNITION AND SCHOOL/COMMUNITY AFFILIATIONS

S.Y. 2018 – 2019 With Honors (Junior High School)

S.Y. 2020 – 2021 With Honors (Junior High School)
S.Y. 2020 – 2021 With Honors (Senior High School)
S.Y. 2020 – 2022 With Honors (Senior High School)
CURRICULUM VITAE
 121

ERNEST MAV LORENZ B. GOLES

Mobile: +639 276 385 463
Email: [email protected]

PERSONAL DATA

Place of Birth Mati City

Civil Status Single
Citizenship Filipino
Religion Roman Catholic
Father’s Name Ernesto P. Goles
Mother’s Name Marevel P. Goles

EDUCATIONAL BACKGROUND

Elementary Comara T. Manuel Central Elementary School

SPED Center
(2011- 2018)

Junior High School Maryknoll School of Lupon, Inc.

Lupon, Davao Oriental
(2018- 2021)

Senior High School Maryknoll School of Lupon, Inc.

Lupon, Davao Oriental
(2021 - present)

ACADEMIC RECOGNITION AND SCHOOL/COMMUNITY AFFILIATIONS

S.Y. 2018 – 2019 With Honors (Junior High School)

S.Y. 2020 – 2021 With Honors (Junior High School)
S.Y. 2020 – 2021 With Honors (Senior High School)
S.Y. 2020 – 2022 With Honors (Senior High School)

CURRICULUM VITAE
 122

JAIRAH ANNE L. DE LEON

Mobile: +639 963 591 973
Email: [email protected]

PERSONAL DATA

Place of Birth Davao City

Civil Status Single
Citizenship Filipino
Religion Roman Catholic
Father’s Name Edwin V. De Leon
Mother’s Name Joan L. De Leon

EDUCATIONAL BACKGROUND

Elementary Jazan Al Mustaqbal

(2011- 2012)
Colmenares Learning Center, Inc.
(2012- 2014)
Eastern Davao Academy, Inc.
(2014- 2016)

Junior High School Maryknoll School of Lupon, Inc

(2017 - 2021)

Senior High School Maryknoll School of Lupon, Inc.

Lupon, Davao Oriental
(2021 - present)

ACADEMIC RECOGNITION AND SCHOOL/COMMUNITY AFFILIATIONS

S.Y. 2020 – 2021 With Honors (Junior High School)

S.Y. 2020 – 2022 With Honors (Senior High School)

CURRICULUM VITAE
 123

DAIB LOUMER G. PULIDO

Mobile: +639 639 440 347
Email: [email protected]

PERSONAL DATA

Place of Birth Lupon, Davao Oriental

Civil Status Single
Citizenship Filipino
Religion Roman Catholic
Father’s Name Ronald E. Pulido
Mother’s Name Sheryl Ann G. Pulido

EDUCATIONAL BACKGROUND

Elementary Banaybanay Central Elementary School

(2010 - 2017)

Junior High School Manual B. Guinez National High School

(2017 - 2021)

Senior High School Maryknoll School of Lupon, Inc.

Lupon, Davao Oriental
(2021 - present)

ACADEMIC RECOGNITION AND SCHOOL/COMMUNITY AFFILIATIONS

CURRICULUM VITAE
 124

ERICKA JEAN L. QUIROS

Mobile: +639 353 257 615

Email: [email protected]

PERSONAL DATA

Place of Birth Tagum, Davao del Norte

Civil Status Single
Citizenship Filipino
Religion Roman Catholic
Father’s Name Rhoderick S. Quiros
Mother’s Name Jeanette L. Quiros

EDUCATIONAL BACKGROUND

Elementary Benito Barol Sr. Elementary School

Lupon, Davao Oriental
(2011 - 2017)

Junior High School Maryknoll School of Lupon, Inc.

Lupon, Davao Oriental
(2017 - 2021)

Senior High School Maryknoll School of Lupon, Inc.

Lupon, Davao Oriental
(2021 - present)

ACADEMIC RECOGNITION AND SCHOOL/COMMUNITY AFFILIATIONS

S.Y. 2017 – 2021 With Honors (Junior High School)

CURRICULUM VITAE
 125

JOASH S. SIPATE

Mobile: +639 485 989 476

Email: [email protected]

______________________________________________________________
PERSONAL DATA

Place of Birth Lupon, Davao Oriental

Civil Status Single
Citizenship Filipino
Religion Pentecostal
Father’s Name Eduard S. Sipate
Mother’s Name Emelyn S. Sipate

EDUCATIONAL BACKGROUND

Elementary Comara T. Manuel Central Elementary School I

(2011-2017)

Junior High School Lupon Vocational High School,

Davao Oriental
(2017-2021)

Senior High School Maryknoll School of Lupon, Inc.

Lupon, Davao Oriental
(2021 - present)

ACADEMIC RECOGNITION AND SCHOOL/COMMUNITY AFFILIATIONS

S.Y. 2011-2021 With Honors (High School)

S.Y. 2017-2022 With Honors (High School)