Lived Experiences of Teachers on the Administrative Support of School Heads in Almagro District, Division of Samar

AUTHOR(S)

DENNISE N. VILLA MARICA A. CASIANO TSING WEIN L. BUSA GRACE E. PALAJOS

ABSTRACT

— The educational system must realize that teachers bring their own set of work values to the workplace, influenced by their upbringing, culture, and personal convictions. These work values might have an impact on the teachers’ level of job satisfaction, which is a complex concept that refers to emotional responses to their teaching jobs. Thus, this study assessed the level of work values and job satisfaction among the teachers in the different public elementary and secondary schools in the District of Almagro, Schools Division of Samar, during the School Year 2024-2025. The quantitative descriptive study design was adopted. The study found that the teachers had a rather homogenous social group based on their demographic characteristics. The teachers had high regard for their work values, except for familial work values, to which they had placed lower value. The teachers felt less content with the work environment, but were highly satisfied with the other aspects of job satisfaction, including job security, job responsibilities, and community linkages and attachments. The teachers’ age, civil status, religious affiliation, position, years in service, and income were significantly related to their level of work values. The teachers’ age, civil status, position, years in service, and income were significantly related to their level of job satisfaction. The teachers’ work values determined their level of job satisfaction. The teachers’ level of work values differed based on their age, civil status, religious affiliation, and years in service. The teachers’ level of job satisfaction differed based on their age, civil status, position, years in service, and income. Recommendations for a health wellness plan were proposed based on the findings of this study. In the proposed career plan the following were suggested: (a) Only nine to ten percent of the respondents would take up any engineering degrees and computer science. (b) Twenty-four to twenty-five percent of the class may be advised to take up science-laden courses, (c) Thirty-nine to forty percent of the respondents may be encouraged to become a professional teacher, seaman, criminologist, police officer, or related college degree that do not deal so much mathematics and sciences. (d) Twenty-three to twenty four percent of the class may be persuaded to go for entrepreneurship or TESDA-certified livelihood course, and (e) Two to three percent of the class may be convinced to change their curriculum exit to employment. Keywords — Lived Experiences of Teachers on the Administrative Support of School Heads in Almagro District, Division of Samar