Work-life Balance in the Academe – A

Reality?

An Action ResearchAn Action Research20092009

Role of EducationRole of Education

The world’s most successful economies over the past two decades have The world’s most successful economies over the past two decades have given a high priority to education, skills and training as vital factors in given a high priority to education, skills and training as vital factors in their economic success. their economic success.

Rarely if ever has the education of the large majority of the workforce been Rarely if ever has the education of the large majority of the workforce been seen as the central lever of economic growth. seen as the central lever of economic growth.

As twentieth century capitalism draws to a close, a new consensus is As twentieth century capitalism draws to a close, a new consensus is emerging among politicians of many persuasions, among scholarly emerging among politicians of many persuasions, among scholarly writers and among popular feeling, a consensus that the salience of a writers and among popular feeling, a consensus that the salience of a nation’s education and training is becoming the key item in the struggle nation’s education and training is becoming the key item in the struggle for competitive superiorityfor competitive superiority

Human resources is the most important resource of the country’s economy Human resources is the most important resource of the country’s economy because the quality of the human resources that enter the labor force because the quality of the human resources that enter the labor force bears heavily on the economy’s productive capacity. bears heavily on the economy’s productive capacity.

And education is an important tool in promoting economic growth and a And education is an important tool in promoting economic growth and a strong position in international markets. strong position in international markets.

Education Contribution:Education Contribution: Economic Contribution, Psychic and Cultural well beingEconomic Contribution, Psychic and Cultural well being

Effective and Quality TeachingEffective and Quality Teaching

The quality of education depends upon the ability and efficiency of teachers.The quality of education depends upon the ability and efficiency of teachers.

If the teachers are well trained, motivated and committed with their profession, If the teachers are well trained, motivated and committed with their profession, learning will be enhanced. learning will be enhanced.

The totality of teacher’s role and function can be categorized in three parts: The totality of teacher’s role and function can be categorized in three parts:

1) Academic function1) Academic function

2) Professional function2) Professional function

3) Social function3) Social function

Effective and productive teaching

Competitive Workers

Well-trained, motivated and

committed teachers

Quality Education

The Philippine Private Educational The Philippine Private Educational SystemSystem

The private sector has been a major provider of educational services The private sector has been a major provider of educational services accounting for about 7.5% of primary enrollment, 32% of secondary accounting for about 7.5% of primary enrollment, 32% of secondary enrollment and about 80% of tertiary enrollment. enrollment and about 80% of tertiary enrollment.

There are more 4,800 private elementary schools, 3,377 private secondary There are more 4,800 private elementary schools, 3,377 private secondary schools and 2,036 higher education institutions in the country as of 2007. schools and 2,036 higher education institutions in the country as of 2007.

Teachers in private secondary schools account to more that 8,000 as of this Teachers in private secondary schools account to more that 8,000 as of this school year. school year.

There are 1, 290,792 students in the private secondary schools for SY 2006-There are 1, 290,792 students in the private secondary schools for SY 2006-20072007

These schools do not receive any government financial assistance except These schools do not receive any government financial assistance except certain subsidized.certain subsidized.

Government regulations have given private education more flexibility and Government regulations have given private education more flexibility and autonomy in recent years. autonomy in recent years.

The private sector has been a major provider of educational services The private sector has been a major provider of educational services accounting for about 7.5% of primary enrollment, 32% of secondary accounting for about 7.5% of primary enrollment, 32% of secondary enrollment and about 80% of tertiary enrollment. enrollment and about 80% of tertiary enrollment.

There are more 4,800 private elementary schools, 3,377 private secondary There are more 4,800 private elementary schools, 3,377 private secondary schools and 2,036 higher education institutions in the country as of 2007. schools and 2,036 higher education institutions in the country as of 2007.

Teachers in private secondary schools account to more that 8,000 as of this Teachers in private secondary schools account to more that 8,000 as of this school year. school year.

There are 1, 290,792 students in the private secondary schools for SY 2006-There are 1, 290,792 students in the private secondary schools for SY 2006-20072007

These schools do not receive any government financial assistance except These schools do not receive any government financial assistance except certain subsidized.certain subsidized.

Government regulations have given private education more flexibility and Government regulations have given private education more flexibility and autonomy in recent years. autonomy in recent years.

The Philippine Private Educational The Philippine Private Educational SystemSystem

To measure the quality of education, perhaps the best indicators are those To measure the quality of education, perhaps the best indicators are those achievement rates for major subjects in the National Achievement Test achievement rates for major subjects in the National Achievement Test (NAT)(NAT)

Test scores alarmingThe Philippine Human Development Report says achievement levels measured The Philippine Human Development Report says achievement levels measured

by national tests are “alarmingly” and “pathetically” low.by national tests are “alarmingly” and “pathetically” low.

Table 1 - Percentage Distribution of Pupils/Students by Mastery LevelTable 1 - Percentage Distribution of Pupils/Students by Mastery LevelSY 2005-2006 SY 2005-2006

To measure the quality of education, perhaps the best indicators are those To measure the quality of education, perhaps the best indicators are those achievement rates for major subjects in the National Achievement Test achievement rates for major subjects in the National Achievement Test (NAT)(NAT)

Test scores alarmingThe Philippine Human Development Report says achievement levels measured The Philippine Human Development Report says achievement levels measured

by national tests are “alarmingly” and “pathetically” low.by national tests are “alarmingly” and “pathetically” low.

Table 1 - Percentage Distribution of Pupils/Students by Mastery LevelTable 1 - Percentage Distribution of Pupils/Students by Mastery LevelSY 2005-2006 SY 2005-2006

Mastery Level Grade 6 Fourth Year High School

Number Percent Number Percent

Mastery 224, 840 14.4 11,094 1.1

Near Mastery 724, 718 46.5 327,681 33.2

Low Mastery 610, 704 39.1 646,979 65.6

Total 1,560,262 100.0 985,754 100.0

The Philippine Private Educational The Philippine Private Educational SystemSystem

Internationally, the Philippines belongs to the bottom five of poor achievers in Internationally, the Philippines belongs to the bottom five of poor achievers in Math and Science. Math and Science.

According to a study by the Trends in International Mathematics and Science According to a study by the Trends in International Mathematics and Science Study (TIMSS) in 2003, out of the 45 participants in the Science Achievement Study (TIMSS) in 2003, out of the 45 participants in the Science Achievement test at the 8test at the 8thth grade level (second year high school in the Philippines), the grade level (second year high school in the Philippines), the Philippines ranked 42, beating only Botswana (43), Ghana (44) and Africa Philippines ranked 42, beating only Botswana (43), Ghana (44) and Africa (45). The top five performing countries were Singapore, Chinese Taipei, (45). The top five performing countries were Singapore, Chinese Taipei, South Korea, Hong Kong and Estonia. South Korea, Hong Kong and Estonia.

In the Math Achievement test, the Philippines ranked 41, besting Botswana (42), In the Math Achievement test, the Philippines ranked 41, besting Botswana (42), Saudi Arabia (43), Ghana (44) and South Africa (45). The top five were Saudi Arabia (43), Ghana (44) and South Africa (45). The top five were Singapore, South Korea, Hong Kong, Chinese Taipei and Japan.Singapore, South Korea, Hong Kong, Chinese Taipei and Japan.

Compared to other Asian countries, as cited by King & Guerra (Compared to other Asian countries, as cited by King & Guerra (2005), the ), the Philippines is really lagging behind in Mathematics and Science. This also Philippines is really lagging behind in Mathematics and Science. This also leads the Mayor of Naga City, Robredo (leads the Mayor of Naga City, Robredo (2005) to remark: “Simply put, the ) to remark: “Simply put, the Philippines is on the tailend.”Philippines is on the tailend.”

> Education Laws> Education LawsThese are the two sets of laws to Govern School Personnel for Private These are the two sets of laws to Govern School Personnel for Private

Educational Institutions.Educational Institutions.A) Education LawA) Education Law• Education Act of 1982Education Act of 1982• RA 6728 –as amended by RA 8545RA 6728 –as amended by RA 8545• Act 2706, as amended by Act 3075Act 2706, as amended by Act 3075• CA No. 180CA No. 180• RA 9155 – Creation of DepEdRA 9155 – Creation of DepEd• RA 7722 – Creation of CHEDRA 7722 – Creation of CHED• RA 7796 – Creation of TESDARA 7796 – Creation of TESDA• RA 7836 – Regulatory Practice of TeachingRA 7836 – Regulatory Practice of Teaching• Manual of Regulations for Private Schools (MRPS) and Private Tech-Voc Institutions Manual of Regulations for Private Schools (MRPS) and Private Tech-Voc Institutions • DepEd, CHED and/or TESDA OrdersDepEd, CHED and/or TESDA OrdersB) Labor LawsB) Labor Laws• Labor Code of the PhilippinesLabor Code of the Philippines• DOLE Rules and RegulationsDOLE Rules and Regulations For Academic personnelFor Academic personnel• Principal is the Education LawsPrincipal is the Education Laws• Supplementary is the Labor LawSupplementary is the Labor Law

> Special Working Conditions for > Special Working Conditions for Private School TeachersPrivate School Teachers

MRPS also highlighted the Special Working Conditions for Private School MRPS also highlighted the Special Working Conditions for Private School Teachers. Teachers.

1) No compulsory assignments unrelated to teaching duties 1) No compulsory assignments unrelated to teaching duties (The Education act of (The Education act of 1982, Section 11).1982, Section 11).

A teacher’s duties normally include: (1) classroom teaching; (2) co-curricular A teacher’s duties normally include: (1) classroom teaching; (2) co-curricular activities; (3) research; and (4) community service (although he is actually activities; (3) research; and (4) community service (although he is actually paid only by the subject hour or per unit taught). paid only by the subject hour or per unit taught).

2) Teachers must be given the opportunity to choose alternative career 2) Teachers must be given the opportunity to choose alternative career lines.lines.

3)3) Prohibition against unusually heavy teaching loadsProhibition against unusually heavy teaching loadsBecause no instruction can be effectively given over a prolonged period if Because no instruction can be effectively given over a prolonged period if

teachers carry unusually heavy teaching loads (or must deal with inordinate teachers carry unusually heavy teaching loads (or must deal with inordinate subject preparations) schools are strongly advised not to allow teacher to subject preparations) schools are strongly advised not to allow teacher to handle teaching loads in excess of the maximum prescribed by DepEd, CHED, handle teaching loads in excess of the maximum prescribed by DepEd, CHED, or the TESDA. Elementary teachers should not be given full charge of more or the TESDA. Elementary teachers should not be given full charge of more than one class than one class (or an equivalent load, where departmental teaching is concerned); (or an equivalent load, where departmental teaching is concerned); Secondary teachers, not more than six 40-minute periods of instruction. Secondary teachers, not more than six 40-minute periods of instruction.

Why Work-life Balance?Why Work-life Balance?The Evidence:The Evidence:A survey of 78 Quezon City teachers from 15 different private secondary schools, A survey of 78 Quezon City teachers from 15 different private secondary schools,

found that:found that:• 78% have excessive workload which result in an unfavorable impact in their 78% have excessive workload which result in an unfavorable impact in their

home lifehome life• 75% stated that their job is stressful75% stated that their job is stressful• 95% said the 2-hour a day preparation period is not enough95% said the 2-hour a day preparation period is not enough• 91% are expected to perform administrative and clerical tasks they feel do 91% are expected to perform administrative and clerical tasks they feel do

not need to be carried out by a teachernot need to be carried out by a teacher• 71% handle 6-hour contact time and administer co-curricular activities at the 71% handle 6-hour contact time and administer co-curricular activities at the

same timesame time• 72% said there is no exact number of hours stipulated for them to cover 72% said there is no exact number of hours stipulated for them to cover

absent colleagues for the whole yearabsent colleagues for the whole year• 40% have no time for social life40% have no time for social life• 52% said they do not have Nutrition and Health Programs for employees and 52% said they do not have Nutrition and Health Programs for employees and

their familiestheir families• Only 8% reveal they have Wellness Center Only 8% reveal they have Wellness Center

Why Work-life Balance?Why Work-life Balance?

Majority agree that the following work-life balance programs/policies/practices Majority agree that the following work-life balance programs/policies/practices in their school are “slightly satisfactory”:in their school are “slightly satisfactory”:

• Retirement and Death BenefitsRetirement and Death Benefits• Family Sports Activities and OutingsFamily Sports Activities and Outings• Flexible Working Hours/DaysFlexible Working Hours/Days• Health/Life InsuranceHealth/Life Insurance• Medical/optical/dental Provision or SubsidyMedical/optical/dental Provision or Subsidy• Child Educational BonusChild Educational Bonus• Counseling and Coaching for teachersCounseling and Coaching for teachers• Career Development PlanCareer Development Plan

Majority agree that the following work-life balance programs/policies/practices Majority agree that the following work-life balance programs/policies/practices in their school are “slightly satisfactory”:in their school are “slightly satisfactory”:

• Retirement and Death BenefitsRetirement and Death Benefits• Family Sports Activities and OutingsFamily Sports Activities and Outings• Flexible Working Hours/DaysFlexible Working Hours/Days• Health/Life InsuranceHealth/Life Insurance• Medical/optical/dental Provision or SubsidyMedical/optical/dental Provision or Subsidy• Child Educational BonusChild Educational Bonus• Counseling and Coaching for teachersCounseling and Coaching for teachers• Career Development PlanCareer Development Plan

Why work-life Balance?Why work-life Balance?Majority confirm that the following are administrative or clerical tasks they are Majority confirm that the following are administrative or clerical tasks they are

routinely expected to perform:routinely expected to perform:• Bulk photocopyingBulk photocopying• Ordering, setting up and maintaining ICT equipment and softwareOrdering, setting up and maintaining ICT equipment and software• Ordering supplies and equipmentOrdering supplies and equipment• Cataloguing, stocktaking, preparing, issuing and maintaining materialsCataloguing, stocktaking, preparing, issuing and maintaining materials• Collecting money from students and parentsCollecting money from students and parents• Administering school extra-curricular activitiesAdministering school extra-curricular activities• Administration of external examsAdministration of external exams• Providing subject activities for students under detention or other form of disciplinary Providing subject activities for students under detention or other form of disciplinary

actionsactions• Preparing, setting up and taking down stage displays for school activitiesPreparing, setting up and taking down stage displays for school activities• Transferring manual data about students into computerized school management Transferring manual data about students into computerized school management

systemssystems• Leading and monitoring of class program presentations for school activitiesLeading and monitoring of class program presentations for school activities• Call the student’s home to investigate his/her absenceCall the student’s home to investigate his/her absence• Preparing, setting up and taking sown classroom displaysPreparing, setting up and taking sown classroom displays• Word-processing, copying and distributing bulk communicationsWord-processing, copying and distributing bulk communications• Producing analysis on attendance figuresProducing analysis on attendance figures• Keeping and filing records including those based on data supplied by teachersKeeping and filing records including those based on data supplied by teachers• Producing class lists on the basis of information provided by teachersProducing class lists on the basis of information provided by teachers• Collating students reportsCollating students reports• Taking verbatim notes or producing formal minutes of meetingsTaking verbatim notes or producing formal minutes of meetings• Producing analysis on exam figuresProducing analysis on exam figures

Why Work-life Balance?Why Work-life Balance?The BenefitsThe Benefits

Productivity – greater loyaltyEfficiency – greater energyMotivation – EmpowermentRecruitment – a ‘first choice’ employerRetention – keeping good teachersTraining – engaged teachersReduced absenceGreater flexibility

Responsibility and ownershipFeeling valuedImproved relationships at work and at homeImproved self-esteemImproved confidence and concentrationGreater controlBalance in whole life

Benefits for your school Benefits for teachers

Why Work-life Balance?Why Work-life Balance?

The BenefitsThe Benefits

THE FOUR QUADRANTS OF LIFETHE FOUR QUADRANTS OF LIFE

The BenefitsThe Benefits

THE FOUR QUADRANTS OF LIFETHE FOUR QUADRANTS OF LIFE

Friends and Community Self

WorkFamily

RecommendationRecommendationFirst, it is high time for the Department of Education to include in the latest First, it is high time for the Department of Education to include in the latest

edition of MRPS the fixed maximum teaching load that would be mandatory edition of MRPS the fixed maximum teaching load that would be mandatory for all private schools to comply with. Five hours maximum without advisory.for all private schools to comply with. Five hours maximum without advisory.

Second, it is widely understood that there are four enumerated duties of a Second, it is widely understood that there are four enumerated duties of a teacher and one is co-curricular activity. This study recommends that a clear teacher and one is co-curricular activity. This study recommends that a clear definition and coverage of co-curricular activities be enumerated in MRPS definition and coverage of co-curricular activities be enumerated in MRPS under the duties of a teacher. under the duties of a teacher.

Third, teachers should not be given the option to “choose” to perform Third, teachers should not be given the option to “choose” to perform administrative and clerical work as listed above. The administrators and administrative and clerical work as listed above. The administrators and management must realize that these tasks are identified as not being a management must realize that these tasks are identified as not being a productive use of teachers’ time.productive use of teachers’ time.

Fourth, It would be favorable for the teachers especially those handling full load Fourth, It would be favorable for the teachers especially those handling full load to have a limit on being a substitute teacher. A limit of 30 hours the whole to have a limit on being a substitute teacher. A limit of 30 hours the whole yearyear

Fifth, a flexible working time for new parents. Employees have the right to Fifth, a flexible working time for new parents. Employees have the right to request for flexible working hours for the purpose of taking care for a child request for flexible working hours for the purpose of taking care for a child of not more than two years old.of not more than two years old.

Sixth, a work-life scorecard designed for the academe should be developed.Sixth, a work-life scorecard designed for the academe should be developed.

ConclusionConclusionThis study acknowledges that private secondary teachers in the Philippines often This study acknowledges that private secondary teachers in the Philippines often

have excessive workloads. They need support so they can focus on teaching have excessive workloads. They need support so they can focus on teaching and learning. and learning.

Work-life balance is about helping them combine work with their personal Work-life balance is about helping them combine work with their personal interests outside work. This research recognizes that work-life balance does interests outside work. This research recognizes that work-life balance does not exclusively cover only workload even if it is cited as the key. Other not exclusively cover only workload even if it is cited as the key. Other elements include (ATL) a sense of control, personal fulfillment, career elements include (ATL) a sense of control, personal fulfillment, career development, work flexibility, physical and emotional wellbeing, and the will development, work flexibility, physical and emotional wellbeing, and the will of both employers and employees to ensure faculty and staff enjoy work-life of both employers and employees to ensure faculty and staff enjoy work-life balance.balance.

It is strongly stressed that implementing work-life balance initiatives is not only It is strongly stressed that implementing work-life balance initiatives is not only about improving the lives of the employees; it is also a highly effective way about improving the lives of the employees; it is also a highly effective way to raise school standards. to raise school standards.

Teachers’ professional responsibilities are paramount and, in order to achieve Teachers’ professional responsibilities are paramount and, in order to achieve the objective of raising standards and tackling workload, they must spend a the objective of raising standards and tackling workload, they must spend a larger proportion of their working time on those responsibilities.larger proportion of their working time on those responsibilities.