Work Values of Public Secondary School Teachers

AUTHOR(S)

Edgar Flores Olua

ABSTRACT

— The main objective of this study was to determine the work values of teachers in public secondary schools in Urdaneta City. It also looked into the extent of practice of the work values of public secondary school teachers along with intrinsic, extrinsic, and life style values and the relationship between the work values and profile variables of public secondary school teachers. Further, it determined significant difference between the work values of public secondary school teachers across their profile variables. This study made use of descriptive-normative survey method of research. The subjects of the study were 146 teachers from twenty-two public secondary schools in Urdaneta City. Statistical tools employed were frequency counts, percentage distribution, average weighted mean, rank, Pearson Product Moment Coefficient of Correlation or Pearson r, and t-test. The highly important extrinsic values are observing regular work hours, working as a team, working in an aesthetically pleasing environment and setting own hours/having flexibility. Teachers give high importance to working as a team. Teachers also showed high valuation to aesthetically pleasing environment and setting own hours/having flexibility. The most exemplified lifestyle values of public secondary school teachers were living simply, spending time with family, and making fun in life and at work and the least exemplified lifestyle values of teachers were to live abroad, to live in a big city and to involve in politics. Further, the researcher recommended that the school administrators especially the guidance counselors must conduct values orientation program every year which should inculcate values clarification. Since teachers exemplified the values of working for a good cause, observing regular work hours and living simply, varied special provisions on learning-to-value activities should be accorded to all teachers in order to maintain very high degree of valuing. School heads should ensure that values education is always integrated to all subject areas. Administrators should examine the values of their respective teachers to determine their strengths and weaknesses for them to identify the needed approaches to their varied work values and adopt the values intervention program to enhance the work values of public secondary school teachers.