Franciscan College of Immaculate Conception

Baybay City, Leyte

Graduate School Department
AY 2019-2020

Research on

Experiences of New Teachers

A Partial Fulfilment of the Requirement in

Educ. 101 Research Methodologies

Prepared by:

ANDRE RAFHAEL B. BAES

Educational Management Student

Presented to:

MARIA VICTORIA A. GONGAZAGA Ed. D.

Learning Facilitator
 Table of Contents

I. Research Topic

II. Introduction

Significance of the Study

Objectives of the Study

Scope and Delimitation

Definition of Terms

III. Framework

IV. Review of Related Literature

V. Methodology

VI. Research Instrument

VII. Reference using APA format

I. Research Topic

Experiences of New Teachers

II. Introduction

Seventy Five Thousand Two Hundred Forty Two Teachers (75,242) were newly
hired by the Department of Education last year according to the Department of Budget and
Management (DBM) (April 4, 2018). This included Forty Thousand Six Hundred Forty
Two (40, 642) Kinder and Elementary teachers, Thirty Four Thousand Four Hundred
Forty( 34, 440) Four Junior High School teachers and Three Hundred Fifty Six (356) Senior
High School Teachers. These teachers were among the fresh graduates who just passed the
2017 Licensure Examination for Teachers or previous years and duly acquired their license,
and those who did not passed yet the said exam who applied in the Senior High School for
provisionary Teaching position. The Department of Education hired these new teachers
based on qualifications covering the English Proficiency Test, Behavioral Event Interview,
Demonstration Teaching, Validation of specialized Skills, Educational Attainment,
Experience, Eligibility, among others which all have specific points for the teacher
applicants to meet or comply.

The initial years of experience are crucial to novice teachers who face and must
overcome a variety of difficulties. The first years of experience of novice teachers may
face some unfamiliar conditions which might cause tension, insecurity and lack of
confidence (Saenz- Lopez, Almagro and Ibanez, 2011). The first year and the subsequent
years of teaching are important for every teacher. The first year of teaching can be
considered as an important determinant in a teacher’s career (Loughran, Brown and
Doecke, 2001). Teachers’ first years of experience in the profession seem quiet essential
for the acquisition of the skills that enable teachers to teach effectively (Ryan, 1970;
kyriacou, 1993). The first year of teaching can also be regarded as a challenging and testing
time as teachers may face numerous problems (e.g. Veenman, 1984; Huntly 2008; Sanford,
1988; cited in Loughran et al., 2001; Akeampong & Lewin, 2002; Gustafon, Guilbertand
MacDonald, 2002; Belay, Ghebreab, Ghebremichael, Ghebreselassie, Holmes & White,
2007; Fantilli & McDougall, 2009). However, the problems that each novice teacher faces
might be different since individual experiences vary. Reiman and Paramore (1994; cited
in Corbell, Reiman and Nietfeld, 2008), for example, conducted a research with 74 first
year teachers. Teachers in their study noted adequate planning time, having curriculum
resources available, interaction with mentors and beginning teachers, and administrative
support as most important to the teachers’ perceptions of success.

New teachers are those who newly began their teaching career in the field and who
have less experience in the service. In the Results-Based Performance Management System
(RPMS), New teachers are those in the teacher I position who need to undergo more
trainings and seminars related to the field of teaching. The term “new teacher” doesn’t
mean a teacher who is not proficient like of those teacher II and up, but considered as such,
as clearly defined by the guidelines set in the RPMS book. Hence, clearly, new teachers
are proficient teachers yet still need more experience in the field for both personal and
professional growth.

I am a newly hired junior high school teacher I at Tinago National High School in
Tinago, Inopacan, Leyte, a secondary school under the umbrella of the Leyte Division. I
was given the appointment last September 24, 2018, after having passed the DepEd Leyte
Divison Second Wave Recruitment of Open Ranking for Junior High School Teachers
those majoring English, Filipino, MAPEH, Araling Panlipunan, Values Education and
T.LE. (ICT and Drafting) last July 2018. I was one of lucky applicants who underwent the
meticulous screening and ranking set by the DepEd Leyte Division and ranked second
place therein, under the DepEd Order No. 7. As duly appointed, I began my career as
official Junior High School Teacher I at on the 24th day of September 2018.

Upon the start of my duty as at Tinago National High School, I came to ask on how
to start there with my workloads considering as a new teacher without having undergone
trainings and orientation yet. I am not the sole new teacher of the school but we are seven
in all. The five ones were hired on May 2018 and immediately began teaching by June
while I started on September upon the release of my appointment, and the other one began
on December. We are all assigned with different ancillary assignments aside from our
teaching loads, based on the extra skills and talents, majors and availability of times.
Nonetheless, we all experience jeopardizing adjustments in our different respective
assignments. With this jeopardizing adjustments due to our ancillary assignments and
teaching loads and other related concerns, we the new teachers come to express our own
different sentiments and start to ask questions regarding our workloads. We take it as
natural as senior teachers used to say it and sometimes mistook it as mismatch or ill-
considered. This leaves us an issue or a mystery of how is it to become a new teacher.

Significance of the study

The result of this this study will be of the primarily of the researcher’s value who
wish to know and understand the experience of the new teachers of Tinago National High
School in Tinago, Inopacan, Leyte. This further helps the future newly hired teachers on
getting a bird’s eye view of becoming a new teacher in the public secondary school. And
lastly this will help the school administrators understand the newly hired teachers with their
strength and weaknesses as they experience the different school activities.

Objective of the Study

This study seeks to know the different sentiments of the seven newly hired teachers
of Tinago National High School, Tinago, Inopacan, Leyte, in their experiences. This further
seeks to address whatever discrepancy this may find along the conduct of its study. And
lastly, with the result, this study seeks to develop a proposal to be addressed to the school
administrators, asking their sentiments to be listened and catered for both of their
convenience, survival and growth in the profession which they may use in the pursuit of
their career as teachers.
 Specifically, this study seeks to answer the following question:

1. What are the socio-demographic profiles of the seven newly hired teachers in
terms of:
1.1 Age
1.2 Sex
1.3 Educational Attainment and Specialization
1.4 Position

2. What are the experiences of the newly hired teachers in terms of:
2.1 teaching loads
2.2 ancillary assignments

3. Is there a relationship between the socio-demographic profiles and the teaching

loads and ancillary assignments of the newly hired teachers of Tinago National High
School?

Scope and Delimitation of the Study

This study is limited to the seven newly hired teachers at Tinago National High
School in Tinago, Inopacan, Leyte with their different sentiments on their experiences.

This study focuses on the newly hired teachers of Tinago National High School’s
socio-demographic profiles and their experiences in terms of teaching loads and ancillary
assignments.
 This study focuses also on the relationship between the socio-demographic profile
and the experiences in terms of teaching loads and ancillary assignments of the newly hired
teachers of Tinago National High School in Tinago, Inopacan, Leyte.

Definition of terms

New Teachers- are those teachers in the teacher I position who are newly hired by the
Dpeartment of Education
Teaching Loads- refers to the subjects the teachers are teaching, including its time and
schedule of teaching
Ancillary Assignment- are other special assignment or extra curricular activities given by
the school head to his teachers
III. Framework

Teacher burnout can be costly – the Audit Commission calculated in 2011 that teacher
sickness absence costs more than £500 million – while our research already shows there could be
a link between a teacher’s health and their students’ outcomes. Education Secretary Nicky Morgan
chimed with this when she told the recent Conservative Party conference: “I don’t
want my child to be taught by someone too tired, too stressed and too anxious to do the job well.”

Amanda Crowell (2017) exclaimed in her article “The hidden dangers of caring about your
career too much” that burnout is major problem for all kinds of important professions,
from physicians and nurses to social workers and attorneys. But it is particularly common among
teachers in the US public-school system. Between 40-50% of new teachers will leave the teaching
profession by their fifth year of service. Teachers who leave the profession cite many different
reasons; low salaries, though a common complaint, certainly aren’t the whole story. Long hours,
lack of autonomy, large class sizes, no time to go to the bathroom, and increasing pressure for
accountability in the face of inadequate resources creates an environment that is particularly toxic
to those teachers who feel called to do “whatever it takes” to help their students learn.

This study seeks to understand and unleash the teachers’ perceptions on the dangers of
expanding teaching burnouts and workloads on their parts and their students.
IV. Review of Related Literature

Let teachers teach: The dangers of expanding teacher workloads

Posted on 5 October 2017 by GEM Report

Today, on World Teachers’ Day, we look at one of the findings in the 2017/8 GEM Report on
accountability in education due out later this month. The Report celebrates the undeniably critical
role that teachers play in any education system: they hold the primary responsibility for educating
the students in their care. In recent years, however, the next GEM Report shows that, particularly
in high-income countries, pressure on teachers appears to be piling on as more and more
responsibilities are placed within their remit. This is often due to the increasing focus on
accountability by governments and schools. How can this be avoided?

Accountability and teacher workload

The spectrum of responsibilities falling on teachers’ shoulders often include having to design
curriculum, undertake administrative tasks, participate in internal evaluations, help with
extracurricular activities, support students’ wellbeing and assist in the hiring process of other
teachers. Our next Report shows, for instance, that teachers participating in the Teaching and
Learning International Survey (TALIS) spent about two hours a week on extracurricular activities,
on average, ranging from about half an hour in Sweden and Finland to nearly eight hours in Japan.

In addition to these extra-curricular activities, the 2017/8 GEM Report shows that teachers also
have far more requests to account and report, often due to decentralisation and greater school
autonomy. About 75% of teachers in Finland and 95% of their peers in Sweden reported that their
documentation responsibilities had increased. The issue is when these reporting requests appear to
be unreasonable, and when teachers’ ability to teach is being impinged upon. For example, in
England, 56% of teachers argued that data collection and management caused unnecessary
workload for them, and 93% of teachers and some school leaders viewed workload as a ‘very’ or
‘fairly’ serious problem.
Data for data’s sake?

Quite apart from increasing their workload further, the increasing use of data and reporting also
requires additional skills from teachers and school leaders, which evidence shows many teachers
do not have. A study of teacher pedagogical knowledge in five OECD countries showed that
‘assessment’, which included data use and research, was the least emphasized element in pre-
service education. If teachers can’t use the data, what are we collecting it for? Evidence shows that
the number of teachers who say they are confident in using data for instruction is too low. A survey
of teachers and school leaders in Germany, Lithuania, the Netherlands, Poland and the United
Kingdom found that most respondents used data at a superficial level to monitor rather than to
improve instruction. Primary and secondary teachers in their first year of work in Ontario, Canada,
said their preparedness in the use of educational research and data analysis was one of the elements
they felt the least confident about. Two out of three teachers in the United States were unsatisfied
with the use of data to improve instruction, often citing the excessive amount of data.

Frustration on the rise

Unsurprisingly, these high demands can increase teacher frustration, and produce a feeling of being
overwhelmed, especially in settings where teachers are already struggling with limited
instructional materials and overcrowded classrooms. In addition, many countries do not recognize
the time teachers spend on supplemental responsibilities. Statutory working time is limited to
teaching hours in countries including Bulgaria and Tunisia. Teachers whose work is not properly
recognized and rewarded often feel overburdened and undervalued, which can influence
absenteeism, motivation and effectiveness. All of these factors may cause talented young people
to avoid becoming teachers: studies in Australia, Canada, New Zealand, the United Kingdom and
the United States show that the pressures of accountability systems and the resulting stress reduce
the pool of candidates for the positions.

How can we make sure we don’t end up with teacher burn out?
Policy recommendation 1: Gather data thoughtfully

Gathering data is vital for monitoring education systems, but gathering excessive amounts of data
can negatively affect teachers. It’s vital that governments consider the purpose for which the data
is being collected, the minimum amount of data required to achieve their aims, and re-use
previously-gathered data if appropriate. This also requires considering what reporting
requirements are excessive and aren’t providing sufficient value in the education monitoring
process.

Policy recommendation 2: Help teachers use data effectively

Teachers need to be supported and prepared to be able to manage data demands and data
interpretation, which would allow them to use data to improve teaching and learning.

Teachers’ data literacy could be significantly improved if it were better embedded in initial teacher
preparation and training, as well as in continuous professional development. The Netherlands has
introduced continuous professional development programmes: teachers and researchers work
together to analyse school data. Utrecht University has developed a course to prepare teachers to
be data coaches, and the use of external trainers in a classroom had significant and long-lasting
positive effects on teacher efficacy in terms of using data to improve instruction. In the United
States, 41 of the 50 states reported that they provide teacher training on how to use data to inform
instruction and 42 that they provide training on understanding data reports, such as early warning
data reports.

As well as initial teacher preparation, leadership preparation programmes for head teachers and
other school leadership positions must include assessment literacy training. A promising
programme is Chile’s Marco para la Buena Dirección y el Liderazgo Escolar (Good Management
and School Leadership Framework), which includes curriculum and resource management, based
on student assessment results, as well as staff selection, evaluation and development. In Texas,
United States, a programme provided school principals with 300 hours of lesson planning, data-
driven instruction, and teacher observation training, and resulted in higher learning gains among
students relative to schools that did not benefit from the intervention.

Accountability should be a means to education ends, not an end in itself. Designing accountability
is a delicate game, as the 2017/8 GEM Report due out on October 24 will show. Mounting
pressures related to accountability without corresponding support, and increased capacity are more
than likely to implode upon themselves. Please join us in a few weeks for our launch to delve
further into this subject.

V. Research Methodology

This study utilized the written interview method of research using a survey
questionnaire containing questions and possible answers to be checked and noted by
the respondents in order to achieve its objectives.

Written interview method of research with questionnaire containing questions

and possible answers was effective and appropriate in gathering, analyzing,
interpreting and concluding on the information about the Tinago National High
School teachers’ perceptions on their expanding burnouts and workloads. This
method involved statistical-numerical interpretation of data by getting the
percentage of response to a specific possible answer to a question given to the
respondents.
Research Instrumentation

In getting the percentage of the response of the respondents to a specific

possible answer, the number of the response is divided by the total number of
respondents multiplied by 100 percent. All possible answers in the questionnaire
were computed with their percentage based on the number of frequency of answers
placed on them by the respondents.

The formula below shows how to compute the percentage of a specific

possible answer.

A= rf/tnr*100%

Where:

A= Answer; rf = response frequency which is to be divided by tnr = total number of

respondents, multiplied by 100 percent.

The afore-stated formula above was used in getting the teachers’ perceptions on the
dangers of their expanding burnouts and workloads, both on their part on their
learners’ part.
References

Janvic Mateo (2018). DepEd Probes Teacher Suicides. The Philippine Stars

Carlo Jacob Molina (2018). Current Issues on Philippine Education. Carlomolinaq Inquirer.net.

Education Secretary Nicky Morgan (2011).Conservative Party conference

Amanda Crowell (2017. “The hidden dangers of caring about your career too much”. Passion
Projects.

GEM Report ( 2017). Let teachers teach: The Dangers of Expanding Teacher Workloads.