Chapter I
The Problem: Its Background
INTRODUCTION
One of the actual issues in educational management concerns the satisfaction and performance of teachers in their jobs in the midst of economic retrenchment. Today as one listens to teachers talk about their status in life, one hears flood of idealism, complaint, self doubt, exhilaration, anger, commitment and resentment. The litany of commitment and demoralization is paradoxical (Sizer, l999).
In her speech during the Education Congress in 2001, former President Gloria M. Arroyo confirmed that many teachers in the country are quite poor. Such confirmation is very alarming because teachers are at forefront in the government battle against poverty. It should be noted that the former president in coordination with the Department of Education (DEPED) has organized a Task Force Eskwela ng Bayan (ENB) as a component of her poverty alleviation program. The great barometer perhaps to the success of the program is first and foremost the redemption of public school teachers to the bond of poverty.
Former DECS Secretary Ricardo Gloria shared the same observation with many people that public school teachers resort to selling food items and other things in the classroom to augment their income. This practice could be one reason why students do not learn fast enough since their teachers’ attention is not fully focused on their teaching job. Hence there is a pressing need to bring back the dignity of the teaching profession. There is also a need to improve the teachers’ quality of life.
The late Secretary of Education Raul Roco felt this need when he described the lifestyle of teachers’ as “fueled by debt and deductions”. Public school teachers are trapped from a debt burden of 23.5 billion pesos, of the total amount 15 billion is owed to the GSIS and the rest is allegedly to usurious money lenders who collect... [continues]
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