Vous êtes sur la page 1sur 40

Chapter I

INTRODUCTION

One major and indispensable factor of human welfare, social development and

progressive economic is good education. In fact, Article 13 of the United Nations’

International Covenant on Economic, Social and Cultural Rights (written in 1966) sought

to recognize a universal right to education at the global level. Education is not only

about the things one learns in a four-walled classroom, but it is primarily the wise,

hopeful and respectful refinement of literacy undertaken in the belief that all should have

opportunities for growth and (Smith, 2015). An individual’s learning does not only

improve the self but is primarily a contribution to their nation’s growth.

Understanding the cultural roots of Philippine education is essential to the

realization of a deeper Filipino identity and the development of a responsible, productive

and patriotic citizenry (De Belen, 2011). Philippine culture and society values education

as a means towards end: it can be seen in how many Filipino families spend their

resources to pay for their children’s education, even to the point of compromising other

wants or needs in attaining this end. Over the years, the Philippine educational system
has been rapidly developing and complying with international standards for the

betterment of the nation. As a great step to achieving this goal, the Philippine

Department of Education changed basic education from the traditional ten years of

elementary and high school education into a new 12-year program which is called the K

to 12 Educational System (Cruz, 2010).

Not all Filipinos agreed with the implementation of the new education system:

according to Vencer Crisostomo, National Chairperson of the Anakbayan Partylist, only

14 out of 100 finish the education cycle up to college. He then noted that the additional

years in the K-12 program will mean increased drop-outs because it would be a burden

to parents and students who have been struggling to finish the former 10-year cycle

(Anakbayan, 2013). Another consequence of adopting the new educational system is

the retrenchment of faculty and personnel: many universities and colleges are beginning

to dismiss teachers and employees since higher education institutions will be facing

zero enrollment for a number of years preceding the full implementation of SHS. The

Department of Education reported that about 30 percent of permanent employees and

practically all non-teaching contractual staff of these institutions are about to face

retrenchment (Tucay, 2015).

One of the major purposes of this study is to make the society aware of the non-

teaching staff’s actual experiences about this transitional period in their workplace. It is

then the hope of the researchers that this paper may be able to offer information and

solutions that could help the educational community in responding to major challenges

such as the adoption of the K-12 system.


Review of Literature

Education is a systematic process by which a person develops their knowledge,

skills, experience and sound attitude. It does not only concern the individual’s

intellectual development but also involves the development of the person’s physical,

mental, aesthetic, moral, economic, and spiritual aspects. In other words, education is

the key to be a civilized, cultured and refined individual (Parankimalil, 2012).

The educational process takes place in both informal or formal settings. Informal

education is generally a training of skills outside the recognized educational institutions

(De Belen, 2011). Quoting the work “Enhancing Education”, the other type which is

formal education usually occurs in a school environment with classrooms of collective

students learning together with a certified teacher of the subject. Most school systems

are devised around a set of values that manifest all educational choices in that system.

Such choices include curriculum, organizational models, design of the physical learning

spaces, student-teacher interactions, methods of assessment, class size, educational

activities and more. The formal educational system is divided into ascending stages,

beginning with preschool or kindergarten, primary school, secondary school and is

completed in college, university or apprenticeship. The formal system of education are

usually divided into two sub-systems, namely the public and the private school

subsystems. Public schools are educational institutions administered by the government

while private schools are those which are conserved and managed by private

individuals or groups (De Belen, 2011).


Compared with other countries, the number of years of formal education in the

Philippines was considered to be one of the shortest in the world, together with Angola

and Djibouti. It follows the 6+4+4 educational ladder where there are 6 years of primary

school, 4 years of secondary school and 4 years of higher education, leading to a

bachelor’s degree (Clark, 2015).

Transition Period: The implementation of the K to 12 Program

In 2011, the Department of Education (DepEd) implemented a major change to

the Philippine educational system which is the immediate implementation of the K to 12

basic education program in all Philippine schools. According to them, the K-12 program

aspires to improve the learners’ basic skills, produce more competent citizens and

prepare graduates for lifelong learning and employment (K12Philippines, 2015). But the

implementation of the program was heavily criticized by some Filipinos; as of March

2015, at least 5 petitions have been filed before the Supreme Court, asking for the

adjournment of the educational reform (Geronimo, 2015). The Suspend K to 12 Alliance

Philippines listed out four reasons as to why K to 12 program should be suspended: The

government is duly prepared as manifested by the deficiency of classrooms, other

facilities and modules; the removal of vital subjects such as Filipino, Literature and

Philippine Government and Constitution; the immense displacement of professors,

teachers and non-teaching personnel by 2016 when there would be no enrollments on

the tertiary level; and that the K to 12 program has no nationalist orientation.
According to the Department of Education (DepEd), a 12-year program is found to

be the best period for learning under basic education and is also the acknowledged

standard for students and professionals globally. It covers 13 years of basic education

adding a mandatory year of kindergarten and a two-year senior high school that offered

tracks that gives students the chance to choose from (i.e. Academic; Technical-

Vocational-Livelihood; and Sports and Arts) as a preparation for their respective careers

in the future (Barlongo, 2015).

The K to 12 program may have increased the years of formal schooling but growth,

applicable to everyone else, necessitates and demands patience and consequently,

more time for it to take deeper effect. For its proponents, the K to 12 curriculum assures

fruits at the end of this longer cycle (Bacarra, 2016), and thus would be something worth

pursuing for Filipinos.

Educational community

The Education Act of 1982 acknowledged the crucial roles of the members of the

educational community in the education of the Filipino people. Section 5 of B.P. Blg.

232 provides that it is the policy of the government to foster at all times, a spirit of

shared purpose and cooperation among members and elements of the academe with

the community and other sectors of society, towards the realization of an atmosphere

where the true goals and objectives of education can be fulfilled.

The educational community refers to people or groups of people as such or

correlated in institutions involved in organized teaching and learning systems. The

members or elements of an educational community are the students themselves, with


their parents and/or guardians, school faculty and personnel, and the school institution

itself. (De Belen, 2011).

School Staff

School staff or personnel are all persons working for an educational institution,

which are classified into either teaching or non-teaching personnel. Teaching or

academic personnel are appointed to enhance the learning environment through actual

teaching, applied research and services that aids the institutional mission (McNeese

State University, 2015). There are also non-teaching personnel which aid and facilitate

the learning process and ensure the learning environment is well-maintained and

conducive for its aimed purpose. Academic non-teaching personnel are those who

possess academic qualifications but instead does work that directly supports teaching.

On the other hand, non-academic personnel or all other school personnel not falling

under the description of teaching and academic staff, school administrators and

academic non-teaching personnel assist primarily in making the school a conducive

place for learning (De Belen, 2011).

Intent of the Study

This research study aims to determine and analyze the non-teaching personnel’s

actual experiences during the transition period in their workplace. (NOTE: ADD MORE,

if naa)
Chapter II

METHOD

This feature of the research integrates the strategical techniques of the researchers’

investigation of the study. This includes the research design, setting, participant,

measures, procedure, instruments use for the analysis of data, the data gathering

procedures and how the data was interpreted.

Design

This research is a qualitative research using phenomenology which attempts to

produce conditions for the objective study of topics usually regarded as subjective:

consciousness and the content of conscious experiences such as judgments,


perceptions and emotions (Menon et. Al., 2014). The researchers explored the actual

experiences of non-teaching staff during the implementation of the K to 12 Curriculum.

Setting

This study is conducted in a higher educational institution in Davao City, Philippines.

Participants

This study utilized a purposive sampling selecting 6-10 participants. The

participants are chosen based on the inclusion criteria; they are selected people of legal

age from both male/female sexes, and are duly recognized as full time non-teaching

staff of the subject institution.

Measures

The data gathering was done using a semi-structured interview guide questions

which was validated by a Human Resource Development Director, an Ad-Interim

President and a school faculty staff.

Procedure
The researchers used purposive sampling in the selection of respondents. The

researchers employed the following requirements and procedures in conducting this

study. First, the researchers sought the approval from the Dean of the Senior High

School program to conduct the study. When the approval was granted, questionnaires

were then formulated. They were then submitted for initial checking and validation by

the research mentor. The researchers then sought the approval from the Board of

Directors of the institution and identified the participants of the study. In addition, the

researchers had also conducted orientation to the participants to orient them of the

data-gathering process and the significance of the study before the interview proper.

Directly prior to the interviewing process, the researchers sought the approval of the

participants through an information/consent letter that oriented the participants about

the study. The participants were then told that they were free not to participate or to

terminate their participation anytime in the duration of the study. The researchers then

administered the interview on non-teaching staff in a higher educational institution

located in Davao City, Philippines. The data were gathered and consolidated by the

researchers. Finallly, the findings were analyzed and interpreted before finalization of

the paper.

Data Analysis

The data collected in this study was analyzed using thematic analysis. Thematic

analysis emphasizes pinpointing, examining, and recording pattern or themes within

data. Themes are patterns found in data sets that are important to the description of a
phenomenon and will identify the answers of a specific research question (Braun &

Clarke, 2008).

Chapter III

RESULTS
This feature of the research presents the results and findings of the study. There

were six respondents in the study. The respondents were composed of the following

individuals: an in-charge counsellor for Senior High School, a testing and counselling

staff, a maintenance staff, an alternate school nurse, a campus ministry staff and a

registrar’s staff in the subject institution. Most of the staff have been serving the

institution for more than five years.

The narratives gathered from the six respondents were encoded and analyzed

meticulously and were categorized into themes and holistic features using the Colaizzi

process for the phenomenological data analysis.

Main themes (NOTE: PREPARE BETTER TRANSLATIONS. EDITOR NOT GOOD IN

VERNACULAR)

The four main clustered themes were developed from the answers of the grand

tour questions of the study on what their experiences are when the K-12 program was

implemented in their institution and on how it affected their nature of work. These are

the following: 1) Work adjustment 2) Lesser income 3) Lack of Job Security and 4)

Similar practices in the workplace


Clustered Theme 1) Work adjustment. Generally, the staff have experienced work

adjustments due to the new features offered in the K to 12 program. In the words of the

staff: Staff 1: “Na change ang amoang assignment, so ako na assign na ko sa nursing

at saka PT department now na nag abot na ang senior high school” (Our work

assignments were changed. So, I am assigned at the nursing and also at the PT

department now that the Senior High School had come.); Staff 6: “It is an addition to my

workload since no additional staff has been hired for those particular assignments. I am

bound to submit reports to three agencies: DepEd for the SHS, CHED for the college

and the graduate school and TESDA for the vocational course.”

Clustered Theme 2) Lesser Income. Based on the respondents’ answers, most of

them have received lesser income because of the institution’s adjustments to the

implementation of the K to 12 program. In the words of the staff: Staff 2: “Alarming siya

knowing that hindi stable ang K to 12 dahil sa finances.” (It’s alarming, knowing that K to

12 program isn’t stable because of the finances involved.); Staff 4: “Mahirap din siya sa

part ng school and employees kasi even the school is cross cutting.” (It’s also difficult

for the school and the employees since the school is cross cutting expenses).

Clustered Theme 3) Lack of Job Security. Most of the staff had the fear of losing their

job because of the implementation of the K to 12 program. Quoting some answers of


the staff: Staff 2: “Pwede ka maalis sa school kasi nga hindi kaya ng budget.” (You can

be terminated from the school since the budget is limited.); Staff 5: “Nakulbaan pud ang

school kay naa man guy announcement na daghan mawala, lisod man gud ang grade

12 before na implement” (The school was worried because of the announcement that

some employees may be lost because grade 12 was difficult before it was implemented).

Clustered Theme 4) Similar Practices in Their Workplace. Generally, the staff said

that they also have experiences that are just the same with their past assignments when

the K to 12 program was not yet implemented. Quoting the answers of the staff: Staff 6

“All processes and procedures are almost the same with the college.”; Staff 4: “Wala

naman kasi, katulad ng sinabi ko pagpasok ng mga Grade 11 our mindsets college nato

sila eh.” (There’s no (major adjustment needed) because just like what I said, as the

Grade 11 came, our mindset was to consider them already as college students.); Staff

3 “Same lang man gihapon sama atong wa pa mo senior high.” (It’s just the same

(condition) even when the senior high school students have not yet arrived).
Chapter IV

DISCUSSION

This feature of the research exhibits the discussion of the results found in

Chapter III. The results have both presented positive and negative viewpoints for further

analysis and research in this chapter.

Furthermore, the results of this study were tabulated and collated by the

researchers. Afterwards, the data were given meanings and were clustered into specific

themes.
Work Adjustment

According to The Theory of Work Adjustments by Dawis and Lofquist, work is

conceptualized as an interaction between an individual and a work environment that

requires certain tasks to be performed, and the individual brings skills to perform the

tasks. In exchange, the individual requires compensation for work performance and

certain preferred conditions, such as a safe and comfortable place to work. This

explains the staff’s adjustment in their workplace due to the implementation of the new

K to 12 program.

The K to 12 Program is a transformative vehicle for local and national

development. Through the provision of quality education for all, the K to 12 Program

intends to develop and harness the skills and competencies of the Filipino youth,

leading to the development of self, community, and nation (DepEd, 2016). And to

achieve the program’s success, an institution should follow the program’s new

processes and features.

Lesser income
As the K-12 program was implemented, the college population has also

decreased. According to The Coordinating Council of Private Educational Associations

(Cocopea), private college and universities may lose up to 150 billion pesos because of

the decreased enrollment over five years. A participant said, that the school may carry

out cross cutting because the first-year college students in previous years has more

population than today’s senior high school and that the latter only pays tuition once a

year while the first-year college students pays twice – during the first semester and the

second semester. This explains that the staff have experienced lesser income due the

implementation of the K to 12 program. This also explains why the staff were worried

about their income and most of them are currently looking for other sources of income

aside from their regular job at the institution.

Lack of Job Security

Another pressing issue concerning the implementation of the K-12 program is the

retrenchment of teaching and non-teaching college personnel and an estimated 25,000

are being held at bay (Shahani, 2015). This is because there will be no first-year college

enrollees this academic year. This showed that during the implementation of the K-12

program the non-teaching staff experienced fear because they may lose their job.

According to the Prospect Theory by Daniel Kahneman and Amos Tversky,

people has this economic behavior of choosing between probabilistic alternatives that

involve risk. The theory states that people come up with decisions based on the
potential value of losses and gains, which In some way explains the decision of some

institutions to terminate a number of their staff and employees.

Similar Practices in Their Workplace

The K-12 program caused a lot of changes in terms of teaching, subjects and

other educational activities. But to some of the non-teaching staff, their work

experiences are still the same. According to Person-environment fit by Dawis; French,

Caplan and Harrison; Kristof-Brown, Zimmerman and Johnson; and Muchinsky and

Monahan, there is a match between corresponding person and environment dimensions.

One of its domain, Person-job fit. There is a compatibility between a person’s

characteristics and those of a specific job. This explains the same experiences of the

non-teaching staff as the K to 12 program was implemented.

REFERENCES

Anakbayan. (2013). PNoy’s K12 to worsen education, employment crisis – youth group.
Anakbayan. Retrieved January 27, 2017 from http://www.anakbayan.org/pnoys-k12-
to-worsen-education-employment-crisis-youth-group/

Andrews, M. C., Baker, T., & Hunt, T. G. (2011). Values and person–organization fit:
Does moral intensity strengthen outcomes? Leadership & Organization
Development Journal, 32(1), 5-19. doi:10.1108/01437731111099256. Retrieved
March 16, 2017

Bacarra, R. V. (2016). Why the K-12 program will benefit the Filipino youth?.
Inquirer.net. Retrieved January 27, 2017 from
http://lifestyle.inquirer.net/227819/why-the-k-12-program-will-benefit-the-filipino-
youth/

Barlongo, C.J. (2015). Reforms in the Philippine education system: The K to 12


Program. Business Mirror. Retrieved January 27, 2017 from
http://www.businessmirror.com.ph/reforms-in-the-philippine-education-system-the-k-
to-12-program/

Braun, V. & Clarke, V. (2008). Using Thematic Analysis in Psychology. Taylor & Francis
Online. Retrieved March 06, 2017 from
http://www.tandfonline.com/doi/abs/10.1191/1478088706qp063oa

Clark, N. (2015). Education in the Philippines. World Education News & Reviews.
Retrieved January 27, 2017 from http://wenr.wes.org/2015/06/education-philippines

Cruz, I. (2010). Mini Critique: The K+12 debate. The Philippine Star. Retrieved January
27, 2017 from http://www.philstar.com/education-and-home/620399/k12-debate

De Belen, R. T. (2011). Education Laws and Jurisprudence: A Developmental


Perspective. Quezon City, Philippines: C&E Publishing, Inc.

Department of Education. (2016). Senior High School Manual of Operations. Retrieved


March 06, 2017 from
http://www.deped.gov.ph/sites/default/files/page/2016/SHS%20Manual%20Vol.%20
1.pdf

Department of Education. (n.d.). K to 12 General Information, Department of Education.


Retrieved January 27, 2017 from http://www.deped.gov.ph/k-to-12/faq
Geronimo, J. Y. (2015). @015: Protest against K to !2 at its loudest, reaches the
Supreme Court. Rappler. Retrieved January 27, 2017 from
http://www.rappler.com/nation/116948-2015-news-yearender-k12

K12Philippines. (2015). What is K12?. Retrieved January 27, 2017 from


http://k12philippines.com

Kahneman, D. (2011). Thinking, Fast and Slow. Farrar, Straus and Giroux. ISBN 978-1-
4299-6935-2. Retrieved March 16, 2017

Learn.org. (2003). What are the job duties of School Administrators?. Learn.org.
Retrieved January 27, 2017 from
http://learn.org/articles/What_are_the_Job_Duties_of_School_Administrators.html

McNeese State University. (2015). Responsibilities of Academic Staff. McNeese State


University. Retrieved January 27, 2017 from
https://www.mcneese.edu/policy/responsibilities_of_academic_staff

Parankimalil, J. (2012). Meaning, nature and aims of education. Retrieved January 27,
2017 from https://johnparankimalil.wordpress.com/2012/03/26/meaning-nature-
and-aims-of-education/

Pazzibugan, D.Z. (2014). Private Schools to Lose P150B in K-12 Program. Inquirer.net.
Retrieved March 06, 2017 from http://newsinfo.inquirer.net/614494/private-schools-
to-lose-p150b-in-k-12-program

Shahani, L. R. (2015). The Challenges of Basic Education: Dealing with K-12. Philstar
Global. Retrieved March 06, 2017 from
http://www.philstar.com/opinion/2015/06/15/1466151/challenges-basic-education-
dealing-k-12

Smith, M.K. (2015). What is Education? A definition and discussion. The encyclopedia
of informal education. Retrieved January 26, 2017 from http://infed.org/mobi/what-
is-education-a-definition-and-discussion/s
Suspend K to 12 Alliance – Philippines. (2015). Suspend the implementation of the K to
12. Change.org. Retrieved January 27, 2017 from
https://www.change.org/p/philippine-government-senate-congress-ched-deped-
suspend-the-implementation-of-k-to-12

University of Minnesota (n.d.). Theory of Work Adjustment. Vocational Psychology


Research. Retrieved March 16, 2017 from http://vpr.psych.umn.edu/theory-
work-adjustment

Tucay, M. (2015). K-12: Who loses, who profits. Inquirer.net. Retrieved January 27,
2017 from http://opinion.inquirer.net/85551/k-12-who-loses-who-profits
APPENDIX A

SAN PEDRO COLLEGE

This informed consent form is for the non-teaching staff of San Pedro College.
COPING WITH TRANSITION: EXPERIENCES OF NON-TEACHING STAFF DURING
THE K-12 IMPLEMENTATION

Arandilla, Aila Marie C. Montiman. Queenie Mae C. Pantino, Deborah Jo R.


Parantar, Rowella R. Pimentel, Anne Lexcee V. Sator, Kristine Nicole D.
Valderama, Lovellajoy O. Velasco, Georjhan D.

This Informed Consent Form has two parts:


 Information Sheet (gives you information about the study)
 Certificate of Consent (this is where you sign if you agree to participate)

You will be given a copy of the full Informed Consent Form

Part I: Information Sheet

Introduction

We, the Grade 11 STEM 3 students of the Senior High School Department will be
conducting a study entitled COPING WITH TRANSITION: EXPERIENCES OF NON-
TEACHING STAFF DURING THE K-12 IMPLEMENTATION. This study aims to
determine the actual experiences of non-teaching staff in San Pedro College when the
K-12 program was implemented.

We are going to give you information and invite you to be part of this research. You do
not have to decide today whether or not you will participate in the research. Before you
decide, you can talk to anyone you feel comfortable with about the research.

This consent form may contain words that you do not understand. Please ask me to
stop as we go through the information and I will take time to explain.

Purpose
One of the most affected members of the educational community during the
implementation of the K-12 program are the non-teaching staff. We want to know their
experiences during the transition period. We believe that you can help us by telling us
your actual experiences as a non-teaching staff during the implementation of the K-12
program.

Research Intervention

This research will involve your participation in a one on one interview that will take about
one hour.

Participant Selection

You are being invited to take part in this research because we feel that your experience
as a non-teaching staff can contribute much to our research study.

Voluntary Participation

Your participation in this research is entirely voluntary. It is your choice whether to


participate or not. The choice that you make will have no bearing on your job or on any
work-related evaluations or reports. You may change your mind later and stop
participating even if you agreed earlier.

Procedures

We are asking you to help us know the actual experiences of a non-teaching staff
during the implementation of the K-12 program. If you accept, you will be asked to
answer the semi-structured interview questions prepared by the researchers.

During the interview, I or another interviewer will sit down with you in a comfortable
place. If you do not wish to answer any of the questions during the interview, you may
say so and the interviewer will move on to the next question. No one else but the
interviewer will be present unless you would like someone else to be there. The
information recorded is confidential, and no one else will access to the information
documented during your interview. The entire interview will be tape-recorded, but no-
one will be identified by name on the tape. The tape will be kept by the researchers. The
information recorded is confidential, and no one else will have access to the tapes. The
tapes will be destroyed after the finalization of the research study.

Risks

If the discussion is on sensitive and personal issues, you do not have to answer any
question or take part in the discussion/interview if you don't wish to do so, and that is
also fine. You do not have to give us any reason for not responding to any question, or
for refusing to take part in the interview.

Benefits

This may help the educational community in understanding the non-teaching staff and
your participation is likely to help us find out more about the experiences of a non-
teaching staff when the K-12 program was implemented.

Reimbursements

You will not be provided any incentive to take part in the research. However, we will
give you a token of appreciation for your time.
Confidentiality

We will not be sharing information about you to anyone outside of the research team.
The information that we collect from this research project will be kept private. Any
information about you will have a number on it instead of your name. Only the
researchers will know what your number is and we will lock that information up. It will
not be shared with or given to anyone.

Sharing the Results


Nothing that you tell us today will be shared with anybody outside the research team,
and nothing will be attributed to you by name.

Right to Refuse or Withdraw

You do not have to take part in this research if you do not wish to do so, and choosing
to participate will not affect your job or job-related evaluations in any way. You may stop
participating in the [discussion/interview] at any time that you wish without your job
being affected. I will give you an opportunity at the end of the interview/discussion to
review your remarks, and you can ask to modify or remove portions of those, if you do
not agree with my notes or if I did not understand you correctly.

Who to Contact

If you have any questions, you can ask them now or later. If you wish to ask questions
later, you may contact any of the following: 09161019791 (Aila Marie C. Arandilla),
09252533995 (Deborah Jo R. Pantino).

Part II: Certificate of Consent

I have been invited to participate in the research entitled COPING WITH TRANSITION:
EXPERIENCES OF NON-TEACHING STAFF DURING THE K-12 IMPLEMENTATION
by the Grade 11 STEM 3 students of San Pedro College Senior High School
Department. I have been provided with the names of the researcher who can be easily
contacted using the number provided.

I have read the foregoing information or it has been read to me. I have had the
opportunity to ask questions about it and any questions that I have asked have been
answered to my satisfaction. I consent voluntarily to participate as a participant in this
research and understand that I have the right to withdraw anytime without any
consequences.
I agree to take part in the research.

I disagree to take part in the research.

Print Name of Participant _______________________


Signature of Participant _______________________
Date _______________________
Day/month/year

Statement by the researcher/person taking consent

I have accurately read out the information sheet to the potential participant. I confirm
that the participant was given an opportunity to ask questions about the study, and all
the questions asked by the participant have been answered correctly and to the best of
my ability. I confirm that the individual has not been coerced into giving consent, and the
consent has been given freely and voluntarily.

A copy of this Informed Consent form has been provided to the participant.

Print name of Researcher/person taking the consent _______________________


Signature of Researcher/person taking the consent _______________________
Date _______________________
Day/month/year

Noted by:
Ms. Elvie Abecia
Mentor

APPENDIX B

SAN PEDRO COLLEGE

Davao City

INTERVIEW QUESTIONS

Minor Questions Core Questions


1. Kindly describe or tell us your job 1. What are your experiences when the K-

description. 12 program was implemented in your

institution?
2. How long have you been working here

in this institution?

3. What do you know about the K-12 2. How did the implementation of the K-12

program? program affect your nature of work?

4. How did you react on the

implementation of the K-12 program?

APPENDIX C

TRANSCRIPTIONS

AB
Interviewer: Okay let’s start ma’am please tell us your job description ma’am the short once.

Interviewee: Ahhh okay….so I am now the assistant head of the guidance office at the same time the in-charge counsellor for
senior high school.

Interviewer: So ma’am how long has you been working here ma’am?

Interviewee: Hmmm… 23 years…this… (coughs)…. This coming April will be my 24th year here in San Pedro College (laughs)…
wala pa mo gi-anak naa nako dire…. in short

Interviewer: So ma’am what do you know about K to 12 program?

Interviewee: Okay so K to 12... diba dugay-dugay naman ni siyang K to 12 program…. diba 2012 naga ano na sila naga start na
sila kanang storya about K to 12 …. So additional two years… diba… for the high school level… so K stands for Kindergarten and
another 12 years for … ano siya basic education so 6 years sa primary education, two years ahhh 4 years for junior high school and
another two years for senior high school... hmmm… so … ahhh… according to the ano na this is ano na preparation for… for
students kasi maraming mga graduates na they are not prepared for college ano… college degree so after senior high school they
can decide if they will proceed … to ano four year degree or vocational degree… hmmm.. atsaka para maging ano din tayo diba
globally competitive kasi…. Two countries na lang diba ang hindi pa nag adopt sa K to 12 education.

Interviewer: Angola, Djibouti tas kita…

Interviewee: Oo... diba so mao na siya kailangan para magiging kuan pud siya at part pud ta sa other na country

Interviewer: unya ma’am unsa imung reactions tung pag implement na jud officially dire sa K to 12 ma’am?

Interviewee: Actually pag… (stammering)… katung first pa jud... ahh mag start na jud ang K to 12 so naay kanang murag kanang….
kahadlok diba kay hala basin ma wad-an ug trabaho…. Oo kasi maraming mga speakers na they orient the employees na there’s a
possibility na…. ma restrains because of wala nay 1st year college pero katung nag open na last year so far thanks be to good na
walay na... kanang... (laughs) walay na retrain sa San Pedro College kay na accommodate pa siya... though ang administration
naga sige sila ug plans how to ano ba ….to…. to handle katung mga empleyado na ma affected especially by next school year wala
nang second year so katong mga naga handle sa mga... sa first year ug second year … na… level so unsa ang ilang buhaton mao
na naa silay program na kinsa tung gusto na mag apply for scholarship... hmmm… so naga offer ang… ang CHED ug scholarship
for those ano faculty or employees who are willing to ano... kanang mag proceed ug masteral or doctoral level.

Interviewer: uhmm so unsa imung na experience ma’am so far tung na implement na jud siya ma’am?

Interviewee: ahh akung experience diri sa set up sa guidance na change ang amuang … kanang… (laughs)… assignment kasi
before assigned ko sa ano … before ang assignment naming sa counsellor is by ano siya by department so ako na assign na ko sa
nursing at saka pt department now na nag abot na ang senior high school so nay changes sa amuang administration so affected
pud ang guidance office so mao na siya karun ako na assign sa senior high.

Interviewer: So paano talaga na change yung sa nature of work niyo ma’am? In what way siya na change pag dating naming ma’am?

Interviewee: pagdating sa inyu…(laughs) ano ... actually wala talagang exactly different talaga kasi same pa rin sa guidance office
pa man din yung function ko ... same pa rin I will be dealing students kung ano yung mga concerns nang students kaya lang iba
lang yung ano nila level… yunh lang ang level lang pero ang nature sa work same pa rin yung nature sa work may additional na
lang kasi yung head ng guidance office is also the …. It’s our director of San Pedro College so mayroong additional responsibility
para sa akin kasi akung yung gi-task na to be ano assistant head sa office... so additional responsibility ko yun

CD

Interviewer: So Ma’am… kindly tell us a short description about your job, Ma’am.

Interviewee: My job. Um... Previously during the eight years no? Uh... since 2008 and present, I do the testing… no? So... I’m one of
the staff that will administer the entrance administration for all college department, senior high, employment exam and etc. So
basically testing. But now I am… um... I have moved to do the counseling aside from the testing.

Interviewer: Ma’am, how long have you been working in here Ma’am in SPC?

Interviewee: O yun. 8 years. Almost 9 years. 9 years this coming September.

Interviewer: So what do you know about the K to 12 program?


Interviewee: K to 12 based on my… um… uh... idea and during sa orientation sa mga different seminars from sa... na change sya
instead of high school, na change sya into Grade 7, 8,9, and 10 and moved to Grade 11 and Grade 12. May additional two years no?
Um… instead of proceeding to college immediately after 4th year high school. So may extension from what else? Knowing of K to
12, parang preparatory din sya sa college since meron man tayong mga academic tracks and here kasi in SPC, we have this STEM,
HUMSS, and ABM. So preparatory para maka proceed ka to proceed college (pauses) daw lesser yung mga subjects na so most or
minor subjects para sa college nandiyan na sa senior high Grade 11 and 12…

Interviewer: What are your reactions yung pag implement na ang K to 12 dito, Ma’am?

Interviewee: So… (pauses) How do I react? Ok… okay lang. (chuckles)

Interviewee: Okay lang? Ah… siguro… um... Syempre concerned din kami sa school administration knowing na may additional 2
years then maapektuhan yung financial especially financial (pauses) na budget sa school kumbaga decrease let’s say of income
though ma accommodate… sa ma accommodate na number of students instead of first year, nandun na sa Grade 11. Yet the
income of the school is not the same compared to college na mga first year. So somewhat affected rin kami kasi since nandito kami
sa SPC as employees since concerned din kami sa school. Once na affected ang school, affected din kami financially and siguro
psychologically rin kasi we are especially..uh.. kasali rin ako sa recruitment… team of the admissions office. So we are... we... we
try before even now we tried to (pause) we are trying to promote the school (pauses) to ano the students from the students from
different schools we are in specially in Mindanao para maka dito sila transfer sa Grade 11.

Interviewer: So far Ma’am ano yung mga experiences niyo yung na implement na siya?

Interviewee: Experiences… Ah siguro (pauses) yun…Alarming knowing that K to 12 status because of finances. So alarming sa
aming mga employees na which if ever ma-down yung school, kami yung probably nga... (stutters) Kung one of the staff in San
Pedro pwede ma... tawag niyan siya... pwede siya ma… maalis sa school kasi na hindi kaya ng budget ng school… Yun affected.
Then meron ding yung iba na staff like me na... because that of the alarming budget of the nila sa school natin. It’s even in the other
private schools nag ano na sila... Naghahanap. They are searching for another job especially those who have families na so instead
of dito sila, naghanap sila ng ibang job to sustain their family’s needs

Interviewer: Paano talaga yung nag change ang nature of work sa inyo Ma’am?

Interviewee: Unsa to?

Interviewer: (repeats) How did the implementation changed your nature of your work, Ma’am?

Interviewee: So far... Wala man. Same lang siya since nasa testing, we do the administration and entrance exam of the college hindi
lang sa Senior High. So same task, Nothing changs siguro sa…wala ata. The job is stil there, yun task. So..aside from testing, ‘guro
we go beyond testing. We recruit, we have the school administration to sustain the needs of the school in our little way.

EF

Interviewer: Unsa imong trabaho dria te?

Interviewee: Bali sa maintenance ko.

Interviewer: Pila na ka tuig or months naga trabaho dria te?

Interviewee: 3 months… (nodding) uhm… bag-o bag-o pa jud mga 3 months.

Interviewer: Can you describe the k to 12 program?

Interviewee: I-describe? Okay lang man pud ang k to 12… uhm, kaning… as in na murag naa nakay ma experience while naga
highschool paka 1st year to 4th year pa… uhm… ang k to 12 murag pwede naka maka trabaho as in pasok naka sa k12. While
katong ga katong last na katong 4th year lang taman murag kulang sa experience… okay lang.

Interviewer: Unsa imong mga experiences ate nga karong napatupad na ang k to 12 program diria?

Interviewee: Unsa ang experiences na ko na naa ang senior high? Murag okay lang man pud nan aa ang senior high diri… kaning,
okay lang pud, okay lang man, okay lang, uhm… normal lang manang ana syempre… syempre naa jud nay hugaw, okay ra man
pud kay imoha man jud ng trabaho pero dili na jud as in na kalat na jud tanan diba.

Interviewer: last na jud ni ate… (laughs) naka affect baa ng k to 12 implementation sa imong trabaho?

Interviewee: ang k to 12 naka affect sa trabaho… (paused) naa pud gamay pero kanang tama tama lang kay same lang mn jud gud
gihapon sama atong wa pa mo senior high… okay lang, normal lang (smiles)
GH

Interviewer: Can you please tell us your job description po?

Interviewee: okay, ah… I'm… I'm a school nurse… for, actually ang designation ko talaga is Alternate School Nurse, ARN
administered yan... thats the head of school Nurse may dalawang Alternate Nurse ako at si ma’am Gwen... so basically dito sa
school basically we do the basic first aid, we do the basic first aid treatment ahh... we did physical assessment, for our physical
assessment ahh... we always see our clinical eye.... basically dito sa clinic basic... basic... ano namin is usually the headache so
ussually (coughing) usually medications oh... ahh... over the counter medications, hindi din kami pweding magbigay ng antibiotic
thats is prescribe for our school physician… wala din tayong antibiotic stock dito. Kung minsan binibigay namin are: the pain killers,
mefenamic acid, antitestamin for allergy, sa pagsakit sa tiyan at meron din kaming para sa pagsakit sa ulo, ay' hindi para sakit sa
tiyan, yung sa kga nahihilo. Ano pa ba?... usually ganyan sa nahihilo, yung mga increase, matataas na ang BP we refer it to doc
saka din kami magbigay ng... ng… medication, usually we do just assessment tapos yun. Aside from ano yung Junior Schools
marami din kaming look out usually ahm... actually base sa mmm... job description talaga ahh… meron din also... ah... din dyan sa
job description kung ano yung mga rules namin dito kasali sa clinic kasi meron din kasing mga paperworks na part din dito... Ito na
job na inapplyan mo, Ito na job at para sa akin so aside sa mga paper works meron pa... Naga-inject din kami may lang
immunization, meron din lang flu patulin pneumo... para sa students tapos we do physical asses.. physical examination kung
napansin niyo nung kayo? yung kayo jan? Yung mga bp... vocalization. Basic... basic na ano tapos... kasi as a school nurse
ginaconsidered kami na parang occupation ng health nurse ahh... company nurse, company nurse; so basically also for the safety
hindi lang sa loob ahh... I mean... hindi lang within this corners ng clinic so yang nasa labas barado trabaho pa din namin yang
kunwari may water? Mga stagnant water dyan; look out pa din namin yan kasi may mga cosmuc dengue. So, basically we will
gonna report it to the engineer head ng school and the supervisor ng maintainance department report namin yan siya... Tapos mga
initial treatment pag may... laganap na dengue last year may 2 cases even sa Senior High maraming nagkadengue so look out din
namin yan basically ginagawa namin is mag cleaning.... general cleaning... fogging kasi fogging... yung nagapausok di na kasi
siya...di kasi effective; paalisin niya lang tapos kapag wala ng fogs Balik na naman... So, basically ang ginagawa namin we, we write
a letter... to request ng general cleaning... ganyan, actually look out din sa amin yang CR should be clean also the CR even the
drinking fountain... and even the school canteen... look out din namin yan kasi yung benta nila dapat healthy pero parang hindi
naman gud siya masyadong ahh... I mean... applicable kasi dagko naman mo (laughing) college na so... siguro pwede sa
Elementary, sa Pre-school pwede yan siya, I mean parang ganyan din yung palaging ginagawa ng mga nasa Ulas na Campus and
safety kung meron din diyan mga... mga... mga pakyawan actually, magstart na yung construction so parang may look out din kami
jan halo na yung makita namin yung mga construction workers na walang PPE's meaning personal Protective Equipments ; yung
wala silang harness parang look out din nakin yan saka sila… di lang talaga about health lahat.. jusko lahat talaga... lahat... me...
medyo hayahay! Siya (smiling) pero dili man siya hayahay (laughing)... more on paper works, so basically ganyan lang yung ano e'
sa... yun... yung job description as a school nurse... ahh... Meron pa actually you have to ano din adjust kasi... iba-iba kasi attitude
ng... Challenge din sa amin iba-iba kasi attitude ng mga estudyante I mean we cannot trust everybody kasi nga kung maraming may
gusto sa kin,marami din sigurong may ayaw sa kin yan... so parang lingaw siya, challenging jud siya.

Interviewer: How many years po kayo na naga trabaho na dito?

Interviewee: Ahh... I graduated 2009 here, I studied here, I graduated Nusing 2009, I took a board November, I passed the board
January 2010 may mga trainings na akong sinalihan, tambay muna, seminars sinalihan, Red Cross Training din parang may narinig
ako na parang mag hire... ay... na pwede lang mag volunteer as a school nurse dito kasi ang balita ko yung isang nurse dito dati
ahh… he requested to be transferred at head center... nakapunta na ba kayo ng... may Health Center kasi tayo sa Agdao, San
Pedro College sa Agdao gusto niyang magtransfer doon so basically naghahanap sila ng bagong school nurse na lalaki na dito e
assign. Nung nalaman ko ay... gumawa agad ako ng resume and all. Nagstart ako as volunteer… I started here as volunteer for 2
months September and October, 2 months volunteer, yun ayaw volunteer lang... walang bayad wala kasi volunteer lang… but yung
head namin dati... usually pag before ako mag out kasi morning lang ako e minsan nililibre ako ni sister ng lunch, half day siya
parang 8-12?! 8-12 yung duty ko tapos... after October... meron pa din... Marami pa ding nagvolunteer na ahead sa akin, apa- apat
kaming pinilian? apat of Lima na lalaki.. actually ako napili nila then I started in my job, December? December 2010 nagstart ako as
contractual, contractual employee and nataps ako ng May then actually 6 years na akong regular dito pero before ako nagstart
talaga na assign muna ako sa Ulas, Kalansay pa yan siya (lauging) ginawa nila akong safety officer doon; nurse ako ng mga
construction worker yung mga masugatan, mahulugan akin yun lahat pero after 3 months binalik rin nila ako dito so hanggang
ngayon mga 6 years… It's my 6 years na as a regular employee… akala ko it is nga madali lang ako dito… akala ko nga madali
lang ako but I’m enjoying naman (laughing)

Interviewer: Next po kay, ano. What do you know about the k to 12 program?

Interviewee: gasto! Char lang... (laughing) actually I try to look, gasto talaga siya kasi it’s additional burden for the parents, hindi
naman lahat well off talaga... but, para sa akin it should be uhm... parang way, way before pa sana dapat na implement na sana ang
k to 12. I think tayo na lang din kasi yung nahuli eh. Mahirap din kung hindi tayo magfollow sa trend kasi kunwari how about the
Asian Integration, kung anong nangyari, mahirap masyado, kasi mabehind talaga tayo. Yung, iba naka k to 12 na tapos tayo dito?
then kung magtrabaho... mag unite talaga yung naka k to 12 parang ganoon.
Interviewer: Ano po yung reaction niyo sa k to 12 implementation?

Interviewee: ah… ah wala na tayong magawa ang ano lang kasi is dati may narining.. yung mga... anong tawag nya? ayaw hindi.
mga. Anong tawag nyan? ano yan siya parang hindi naman siya parang big deal kasi para yang pagpasok ng k to 12 dito... yun lang,
yun lang man talaga, marinig no? Additional burden for the another year... but, pero kayo... nga grade 11 we are considering you as
a college na e, mind set namin is first year college nato sila, ganyan lang naman e.

Interviewer: What are your experiences po during the implementation of k to 12 dito po?

Interviewee: Uhm… ma… uhm... actually malaki talaga impact niya within the employees kasi if you try to think k to 12 has
additional 2 years uhm... so ngayon na school year lang konti lang masyado ang first year students natin. The k to 12
implementation I think babalik sa normal. Ma fill-in lahat ang 1st year, 2nd year, 3rd year, 4th year, 11 and 12 and I think 2020 or
2021 pa babalik sa normal, mahirap sa... mahirap din siya sa part ng school and employees kasi even the school is ano cross
cutting... Naga cross cutting ang school... in fairness with this school because they were come up solutions na yung iba is still given
their early retirements. Yung may mga programs silang binigay na if you reach 50 years old plus a 10 years of experience or work
experience dito sa school may binigay sila na package (coughing) you are going to avail it parang tax free, tax free plus ilang
percent ng sweldo ang nakuha mo times length of service ganun then meron ding iba na parang meron tayong tinatawag na
rebundancy ab... ce trabaho parang same lang so most probably i ca-cut ka dyan... marami ding mga parang actually di naman
matanggal ng school. They're open, they’re vocal na parang merong tanggalin, nangyari but ang gusto talaga nila is walang
matanggal so they have their efforts naman na... na shifting… Ilipat sa ulas campus... yung iba inilipat lang ng department. Yung iba
talaga na nagtatanong kung ang nangyari bakit yang... nagapanic o something yung iba is nag resign din kasi sila agad... maraming
nagresign so dahil sa nagresign yung iba a lot of vacant positions so yung mga nagsobra ililipat din naman sila doon… parang di na
sila natanggal and I think parang meron din akong Naririnig na… Ito yung dating ano niya parang ilipat siya sa ganito... tinanggap
kasi ewan ko kung ano yung nasa isip ko eh if you're, if you're assigned into another job kahit... mababa... aw I mean mas hayahay
but di talaga yan siya… siya magbaba kung 100,000 ba ang sweldo mo jan tapus ilipat .a sa medyo hayahay edi 100,000 pa din yan
no, no, no yan na nilipat ka lang pero di yan siya bababa. Yun lang nagapost lang din ng medyo ano sa amin takot; na baka mag
cross cutting talaga kasi di kaya ng Senior High School buhayin ang school kung i cocompare siya sa mas maraming first year
college kasi kunwari 40,000 ng buong taon niyo pero ang First Year eh nagbabayad sila sa 1st sem. eh tapos iba din bayad ng 2nd
sem. so parang hindi din talaga nila masustain e.

Interviewer: So, last na po. How did the implementation affect the nature of your work po?

Interviewee: Wala naman kasi, katulad ng sinabi ko pagpasok ng mga Grade 11 our mindsets college nato sila eh, pumatong lang
sila ng 11 and 12 kasi may additional 2 years na eh... ang ano lang namin is... hindi namin kayo ginababy kasi nagsabot na kami na
di natin i baby ang Senior High kasi kung walang k to 12 considered 1st year college na talaga yan sila, minsan maano din kami ba
na kaarte oy... hoy! Di naman to sila bata, ganyan ba the... the way ano eh wala... ano lang additional bagong uniform (laughing) I
mean sa bagay Bata pa nga pero kung iisipin mo din talaga kahit First Year College Bata pa din naman talaga yan... pero significant
ano? Wala naman... ano lang may bagong ano... May Griffins na kami sa Intrams (laughing)

IJ

Interviewer: So, sir. Can you kindly tell us your job description?

Interviewee: uhm… before I tell you my job description, let me tell to you what is our office is all about. In other school setting
*coughs* it is called campus ministry office. So uhm… our work is primarily is to cater the students and employees in their spiritual
development, so that’s our main… uhm… job but in our office we have *coughs* three fold ministries, since we are a dominican
school we have three fold ministries first, uhm… worship ministry second formation ministry and third um service ministry. Okay, ang
saakin ang service ministry ang work ko talaga is… uhm… ako yung head sa, kumbaga ako yung service minister ng school. kami
yung pumupunta, ako yung nag he-head sa students and employees natin na tuwing I think once or twice a month pumupunta kami
sa Marilog district we have already adopted schools there yun yung focus ko sana but eh… uhm… tapos yung doon sa tinatawag
naming evangelization doon sa bukid. So doon sa bukid ginagawa ko is ginaguide ko yung students and employees and for their, for
our values formation, kasagaran sa mga students ay mga IT ‘salo salo majority sana ay matig sano tribe and yun talaga work ko
yung mga recollection din yung mga students and teachers doon dapat and may retreat sa mga graduating students and every,
every, every christmas season nagbibigay kami ng mga gifts, supplies and ano pa then values formation, retreats, supplies mga
food, food din and yung recollection and retreat ng teachers pero yung focus namin ay yung mga students pero pag merong mga
makitang funds pwede teachers. Pero dito sa school, yung common na ginagawa namin as staff is mag prepare ng mass,
bumibigay ng recollection and retreats sa students, naga assist sa mga facilitators in case may mga facilitators from the outside
tapos hindi kami nag fafacilitate and they need assistance kami yung naga assist sa kanila then mga prayer activities… rituals ng
church yun yung common na ginagawa namin.

Interviewer: Ilang years na po kayo nagtatrabaho ditto?


Interviewee: uhm… I graduated last march 31, 2010 1PM *chuckle* after graduation my first work gyud kanang… Klaro gud na work
kay is with the ministry but, uhm… kasi dito ako grumaduate so naging working scholar ako dito. So from the word working scholar
nag work ako when I was a student here, na assign ako sa registrar’s office pero for 4 years dito ako nag stay so ako yung naging
first scholar na pwedeng pumasok dito kasi before bawal yung mga students. Tapos there were times na iniiwan ako sa dito office
ako yung incharge kasi may nag sisikot.ako yung naga prepare sa mass, nagtutugtug sa mass kasi, uhm… hindi marami yung hindi
marami yung staff last mga 10 years ago dito so kailangan nila ng assistance ng mga students so yun iniiwan nila ako dito. Then
after graduation akala ko doon ako sa registrar’s office kasi 4 years ako doon na assign, dito ako nilagay kasi needed ang staff so
mga kuan na… June 2010 mag 7 years na * chuckles*

Interviewer: What do you know about the k to 12 program po?

Interviewee: K to 12 from Kindergarten to Grade 12 so ang merong mga seminars na giconduct ang school pero hindi kami maka
attend kasi may mga activities din kami… but for me no, from what I heard from others negative and positive ng feedback kay
uhm… ang concern ko as a service minister parang negative siya sa work. Doon sa bukid ba kasi yung mga lumad doon sa after
High school ang possibility na gagawin nila is mag minyo or manrabaho magpa maid. Tapos nadungagan pa gyud ug another 2
years so medyo murag labo ba kapoy sila. Kapoyan silag skwela problema silag kwarta kay bisag public school they need to pay
the kanang kuan gud bayranon bisag gamay lang dagko na sa ila and kapoy pud sila mag pero naa mag naningkamot kay they
need to walk 2 hours before going to school sa katong kuan ha but the other side positive pud is kanang the student can can know
their talents and abilities kung asa jud sila padulong for example naa siyay talent sa music naa may particular na strand ana pero
atong school wala. Cooking unsa ba makit’an ilang. Then kuan pud ang negative pud is diba we have 2 years na walay ay 4 years
na diba this time though naa tay 1st year pero… gamay lang 1 section lang dili parehas sa una na daghan kaayo hantod 30 or
hantod 40 so medyo ang kuan pud gud ang financial aspects pa gud sa school medyo nag low the are some teachers na nag adto
sa lain school. Particular public schools kay mas dagko didtog offering. naa mi staff diri sa una nibalhin tungod kay possible man
gud na siyay matanggal kay siya man gud ang last kung sa business na siya last in first out naa puy first in first out tapos since
katong mga first na naa sa school mga 10 years so lisod na siya tanggalon katong mga bag’o mao to ang mga out una so sila man
ang bag’o though there are some mga bagong employees na mga 2 years na lain schools, lain ang work ana siya ang trending
tapos nakulbaan pud ang school kay naa man guy announcement na daghan mawala didto lisod man gud ang grade 12 before na
implement. Naay pahulay sa dili sila maka recieve ug sweldo, sweldo… pero kung arang arang na kung okay na ang dagan sa
school mubalik sila. There are some employees na gipaskwela sa gawas pero ginapinangkamotan din sa school na ma handle.
Kabalo mo ana? Kabalo namo karon.

Interviewer: How did you react po sa k to 12 implementation dito sa school?

Interviewee: how did you react? Both ways positive and negative kay nafeel pud nako dati before na tung giimplement sa Dep ed.
Dep ed man ta no. *laughs* dugay na no kanang hindi sila prepared kay even sa tong mga schools na gina adtoan nako didto
“Ma’am kamusta ang K to 12?” “sir ang books wala pa niaabot. “wala paman mi buildings sa grade 11, asa man ni ipangbutang kay
nanaghan ang mga estudyate” an ana ang mga concern then sige lang naga naga adjust paman ang mga tao na naga handle then
ang nakulbaan nako kay naga teach ako ng RS before o patay wala nani RS sa college na ano man sa grade 11 and 12 pero ang
later sa katong murag after a year kay murag na okay napud then nag struggle pud mi kay first man gud diri sa college man gud no
mga RS subjects nasa college so pag abot sa Senior High nag buhat mig mga kuan subjects for you from grade 11 to grade 12 nag
lisod mi ato grabe sigeg meeting ganyan ganyan mga discussions “ngano kani kana” pero happy pud mi kay wala man diay giwala
ang mga RS Subjects gidungaggan lang naa man guy requirement sa CHED ay Dep Ed man mo no? CHED no. Kay dito sa CHED
na ang taga’an man gud na pila ka subjects kay depende sa school kung unsay ihatag that’s why naay RS kay perrogative ng
school kay Catholic school man.

Interviewer: what are your experiences po during the implementation ng k to 12 implementation?

Interviewee: kuan kanang experiance ug nabaguhan kay nabaguhan gud pud ko sa dates na nisugod june baya mo tapos kami kay
ang college kay august pa then pag abot ug june nabaguhan ba kay gamay lagig students, tapos, o mingaw ang school pero naa
pudkoy madunggan gud pero ako anad naman ko kayo siguro mga tigulang na mga saba’an daw mga studyante, okay lang man
same lang man sa college same lang man sa first year kay naghatag man pud mig recollection so anad na mi ana, napabadlong
kasabot nami ana you came from different schools man no, different friends, di nimo makuan ang tao but still di man nimo ma judge
ang tao naa may goodness bisan saba’an mao nang comment nila then sa among part nag adjust pud mi na sa kay unsa man
among ihatag sa recollection unsa man mo june nagbuhat napud mi ug mga new activities which is good pud kay na open among
mind mao to its… about social media man gud to, kanang knowing ones self using social media ba kay mao manang murag
trending gud karon so inyong gibuhat kay naa mo toy unsa to? Facebook to diba unsa gani tong activity gani? About mag post mo
about sa inyohang mga… kanang teacher nimo ba oh, which is good kay connected mo ana then unsa pa so amo to sa among part
pero admin na part para mkabalo pud ko para naa moy idea nag adjust pud na sila kay ang college man gud twice mag bayad per
year first sem and kuan second semester so sainyo kaisa lang so financialy nag adjust jud ang school. Wa na gidiscuss sa inyoha?
atleast maka share mo. Part na sa inyong research.

Interviewer: So, lastly po. How did the k to 12 program affect your nature of work?

Interviewee: uhm… somehow sa akoa man ni particularly mani na apektohan siya but its kuan challenging part sa amoa kay kaning
to develop… Modules to develop sa subjects na ma fit sa inyoha kay naga adjust paman ta and somehow machallenge pud mi
kanang kuan man gud murag na lahi ang kuan ba imbis na mag college gud mo, Senior High, Highschool man gud, highschool ang
term ba. Human for us… uhm… for me mas better kung Junior College para ang feelings sa mga students college pero same ra
gud na Junior college and senior… senior highschool man gud medyo naka dikit pa sa highschool ba diba naa pamo sa stage na
kuan di pa kay mo in ana ka mature gud… So ang adjusment gud namo, unsa gani term ato? Ah affect. Affect to na word sa nature
sa mong work kay dili man kay mi affected kay dili kami ang nag buhat sa inyong curriculum no kato lang sige balikon nako ang
modules uhm recollection… rs subjects kato lang makipag deal gud sa senior high school the way gud sa college same lang ba.

KL

Interviewer: So, ma’am. Can you please kindly describe your job description?

Interviewee: I’m a registrar’s staff and being in-charge in the SHS department, ako naga asikaso sa enrolment, enrolment reports;
printing of report cards, honor cards and form 137. Ug to perform all duties asked by the superior.

Interviewer: How long have you been working in this institution?

Interviewee: I was employed here at SPC since 1988, but I was assigned first as a library staff for 15 years and now as registrar’s
staff for 14 years.

Interviewer: What do you know about the K-12 program po?

Interviewee: It is an educational program or system of the government particularly DepEd to give learners sufficient time to master
basic skills and absorb basic competencies. It takes six years primary and six years’ secondary education. Upon completion of the
secondary level the students has the option to apply for a job or proceed to a four year course degree.

Interviewer: How did you react on the implementation of the K-12 program po ma’am?

Interviewee: From the start, I am positive to the idea of K-12 because it helps the student to be more prepared in all aspects.

Interviewer: Ano po ang mga experiences niyo po so far when K-12 program was implemented in this institution?

Interviewee: For me, I don’t have any remarkable experiences since all processes and procedures are almost the same with the
college.

Interviewer: Last question po, how did the implementation of the K-12 program affect your nature of work?

Interviewee: Since SPC embraced the K-12 program, my work was greatly affected. It is an addition to my workload since no
additional staff has been hired for that particular assignments. I am bound to submit reports to three agencies: DepEd for the SHS,
CHED for the college and the graduate school and TESDA for the vocational course. I have to prepare three kinds of reports with
three different deadlines to meet.
APPENDIX D

THEMATIC ANALYSIS

Core Question 1: What are your Text Segments Concepts/Codes Themes/Categories


experiences when the K-12
program was implemented in
your institution?

AB: “Diri sa set up sa guidance, na - na change - Changes in the job - Adjustment


change ang amoang… kanang… amoang assignments.
assignment kasi before assigned assignment.
ko sa ano… before ang
assignment naming sa counsellor
is by ano siya by department so
ako na assign ko sa nursing at
saka pt department. Now na nag
abot ang senior high school so
naay changes sa amoang
administration. So, affected pud
ang guidance office so mao na
siya karon, ako na assign sa
senior high.”

CD: “Ah siguro… yun… Alarming - alarming - Unstable financial - Financial stability
knowing that K to 12 status knowing that K status of the
- Fear
because of finances. So alarming to 12 status institution due to
sa aming mga employees na because of the fewer
which if ever ma down yung finances. population of the
school kami yung probably nga… Senior High School
- maalis sa
kung one of the staff in San Pedro students
school
pwede ma… tawag niyan siya…
- Employees may be
pwede ka ma… maalis sa school
terminated from
kasi nga hindi kaya ng budget ng
the institution
school… yun affected. Then
meron ding iba na staff like me
na… because that of the alarming
budget of the nila sa school natin.
It’s even in the other private
schools nag ano na sila…
naghahanap. They are searching
for another job especially those
who have families na so instead
of dito sila, naghanap sila ng
ibang job to sustain their family’s
needs.

EF: “Murag okay lang man pud na - okay lang man - Similar practices in - Nature of work
naa ang senior high diri… kaning, the workplace
- normal lang
okay lang pud, okay lang man,
okay lang, uhm… normal lang
manang ana syempre… syempre
naa jud nay hugaw, okay ra man
pud kay imoha man jud nang
trabaho pero na jud as in kalat na
jud tanan diba.”

GH: “Mahirap din siya sa part ng - cross cutting - Unstable financial - Financial stability
school and employees kasi even status of the
- They come up - Adjustment
the school is ano, cross cutting… institution
solutions.
naga cross cutting ang school… in - Fear
- Adjustment
fairness with this school because - nagapost lang
they come up solutions na. din nang medyo - Fear
They’re open, they’re vocal na takot
parang merong tanggalin,
nangyari but ang gusto talaga nila
is walang matanggal so they have
their efforts naman na… na
shifting… ilipat sa ulas campus…
yung iba inilipat lang ng
department. Yung iba talaga na
nagtatanong kung ang nangyari
bakit yang… nagpapanic o
something kaya yung iba is nag
resign din sila agad… maraming
nagresign so dahil sa nagresign
ang iba a lot of vacant positions
so yung mga nagsobra ililipat din
naman sila doon. Yun lang,
nagapost lang din ng medyo ano
sa amin, takot. Na baka mag cross
cutting talaga kasi di kaya ng
Senior high school buhayin ang
school kung I cocompare siya sa
mas maraming first year college
kasi kunwari 40,000 ang buong
taon niyo pero ang first year eh
nagbabayad sila sa first sem,
tapos iba din bayad ng second
sem. So, parang hindi din talaga
nila ma sustain eh.

IJ: “Kuan kanang, experience ug - experience ug - experiencing - Adjustment


nabagohan. Kay nabagohan gud nabagohan something new
pud ko sa dates na nisugod june
- nagbuhat - making up new
baya mo tapos kami kay ang
napud mi ug activities for senior
college kay august pa then pag
mga new high school students
abot ug june nabaguhan ba kay
activities
gamay lagig students – okay lang
man same lang man sa college
same lang man sa first year kay
naghatag man pud mig
recollection so anad na mi ana,
napabadlong kasabot nami ana
you came from different schools
man no, different friends, di nimo
makuan ang tao but still di man
nimo ma judge ang tao naa may
goodness bisan saba’an mao
nang comment nila then sa
among part nag adjust pud mi na
sa kay unsa man among ihatag sa
recollection unsa man mo june
nagbuhat napud mi ug mga new
activities which is good pud kay
na open among mind mao to its…
about social media man gud to,
kanang knowing one’s self using
social media ba kay mao manang
murag trending gud karon so
inyong gibuhat kay naa mo toy
unsa to? Facebook to diba unsa
gani tong activity gani? About
mag post mo about sa inyohang
mga… kanang teacher nimo ba
oh, which is good kay connected
mo ana then unsa pa so mao to
sa among part.”

KL: For me, I don’t have any - all processes - Similar practices in - Nature of work
remarkable experiences since all and procedures the workplace
processes and procedures are are almost the
almost the same with the college. same with the
college.

Core Question 2: How did the Text Segments Concepts/Codes Themes/Categories


implementation of the K-12
program affect your nature of
work?

AB: “pagdating sa inyo… ano ... - wala talagang - Similar practices in - Nature of work
actually wala talagang exactly exactly different the workplace
- Additional
different talaga kasi same pa rin talaga kasi same
- Additional responsibilities
sa guidance office pa man din pa rin
workload
yung function ko ... same pa rin I
- mayroong
will be dealing students kung ano
additional
yung mga concerns nang students
responsibility
kaya lang iba lang yung ano nila
level… yung lang ang level lang
pero ang nature sa work same pa
rin yung nature sa work may
additional na lang kasi yung head
ng guidance office is also the...
It’s our director of San Pedro
College so mayroong additional
responsibility para sa akin kasi
akung yung gi-task na to be ano
assistant head sa office... so
additional responsibility ko yun.”

CD: “So far... Wala man. Same - Wala man. - Similar practices in - Nature of work
lang siya since nasa testing, we Same lang siya the workplace
- Additional
do the administration and since nasa
- Additional responsibilities
entrance exam of the college testing
workload
hindi lang sa Senior High. So,
- So… aside
same task, nothing changes
from testing,
siguro sa… wala ata. The job is stil
‘guro we go
there, yun task. So… aside from
beyond testing
testing, ‘guro we go beyond
testing. We recruit, we have the
school administration to sustain
the needs of the school in our
little way.”

EF: “Ang k to 12 naka affect sa - same lang mn - Similar practices in - Nature of work
trabaho… naa pud gamay pero jud gud gihapon the workplace
kanang tama tama lang kay same sama atong wa
lang mn jud gud gihapon sama pa mo senior
atong wa pa mo senior high… high
okay lang, normal lang.”

GH: “Wala naman kasi, katulad ng - Wala naman - Similar practices in - Nature of work
sinabi ko pagpasok ng mga Grade kasi, katulad ng the workplace
11 our mindsets college nato sila sinabi ko
eh, pumatong lang sila ng 11 and pagpasok ng
12 kasi may additional 2 years na mga Grade 11
eh... ang ano lang namin is... our mindsets
hindi namin kayo ginababy kasi college nato sila
nagsabot na kami na di natin i eh
baby ang Senior High kasi kung
walang k to 12 considered 1st
year college na talaga yan sila,
minsan maano din kami ba na
kaarte oy... hoy! Di naman to sila
bata, ganyan ba the... the way
ano eh wala... ano lang additional
bagong uniform, I mean sa bagay
bata pa nga pero kung iisipin mo
din talaga kahit first Year College
bata pa din naman talaga yan...
pero significant ano? Wala
naman... ano lang may bagong
ano... May Griffins na kami sa
Intrams.”

IJ: “: uhm… somehow sa akoa - challenging - Developing the - Adjustment


man ni particularly mani na part sa amoa new curriculum in
apektohan siya but its kuan kay kaning to the institution
challenging part sa amoa kay develop
- Treating the senior
kaning to develop… Modules to
- makipag deal high school students
develop sa subjects na ma fit sa
gud sa senior as college students
inyoha kay naga adjust paman ta
high school the
and somehow machallenge pud
way gud sa
mi kanang kuan man gud murag
college, same
na lahi ang kuan ba imbis na mag
lang ba
college gud mo, Senior High,
Highschool man gud, highschool
ang term ba. So ang adjusment
gud namo, unsa gani term ato?
Ah affect. Affect to na word sa
nature sa mong work kay dili man
kay mi affected kay dili kami ang
nag buhat sa inyong curriculum
no kato lang sige balikon nako
ang modules uhm recollection…
rs subjects kato lang makipag
deal gud sa senior high school the
way gud sa college, same lang
ba.”

KL: “Since SPC embraced the K-12 - an addition to - Additional - Additional


program, my work was greatly my workload workload responsibilities
affected. It is an addition to my
workload since no additional staff
has been hired for that particular
assignments. I am bound to
submit reports to three agencies:
DepEd for the SHS, CHED for the
college and the graduate school
and TESDA for the vocational
course. I have to prepare three
kinds of reports with three
different deadlines to meet.”