CHAPTER IV

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter presents the answers of the participants to the interview questions

about their lived experiences in the public school as SPED teachers. The answers of the

participants is presented thematically according to the specific questions in Chapter I. It

ise presented in a table and the answers are interpreted and analyzed together with the

corroboration of related literature and studies in Chapter II. The answers will be

expounded using the theory which is the Motivator- Hygiene Factors.

Table 1 encompasses the experiences of the SPED teachers in the public school

system which shows their unforgettable experiences, reasons why they chose to teach in

the public school and instances in their lives why they were able to realize that they are

right in choosing to teach in the public school.

Table 2 contains the motivators of the participants in teaching in public school as

SPED teachers which includes the things they enjoy and other things that motivate them.

Table 3 shows the dissatifiers experienced by the participants in the public school

system which includes uncertainties in being a SPED teacher in the public school,

problems encountered everyday and things that make them happy and distressed in the

school.

Table 4 presents improvements the participants would like to have in the public

school system which they think can help them and the pupils.

The participants have varied teaching experiences in the public school as SPED

teachers. Participant 1 has been a SPED teacher for 20 years. Participant 2 has been
teaching as SPED teacher for 12 years. Participant 3 has been a SPED teacher for 11

years. Participant 4 has been a SPED teacher for 5 years.

Experiences of SPED Teachers in Public School

The four participants have been SPED teachers for almost 10 years now. They had

accrued experiences while being SPED teachers. The participants also cited reasons why

they chose to teach in the public school as SPED teachers and what made them realize

they right to be a part of the public school system.

Table 1

Experiences of SPED Teachers in Public School

Unforgettable Reasons in choosing to Instances that made

experiences during teach in the public them realize they
first several years of school made the right
teaching in the public decision to teach in
school public school
Participant 1 Pupils were Stability and strong Felt she was
disruptive. She sense of being a making a difference
helped them in any part of public in the lives of the
way she can. school system pupils by becoming
their parents’ hope

Participant 2 Pupils were able to Obliged to be a part Parents’ influence

learn how to eat of the public school and the
and drink properly system. compensation
so she was grateful
to help them.
Participant 3 Pupils were Security and Friends, colleagues
belligerent to her at benefits and salary
some point.
Participant 4 Pupils were Security of tenure Improvements she
contentious and and giving service made on the pupils
physically hurt her. to countrymen
Unforgettable Experiences during the First Several Years in Public School

Three of the participants experienced some hostility and aggression from the

pupils either directed to them or to other pupils but still they were able to teach them life

skills like they were able to fix their schedules because of the lack of teachers and how to

eat and drink properly.

Participant 1

“Tapos ito na first two weeks ko ata yun nagsusulat ako may mga naririnig ako na
nagsasabi ng Ah-Ah-Ah!. Pinabayaan ko lang kasi sabi ko magsulat lang muna ako
pagkatapos ko saka ko na i-eexplain. Hindi na siguro nakatiis yung isang bata, kinalabit
ako paglingon ko may tama na yung isa sa mata. Nagsusuntukan na pala.”

Participant 2

“May Autism so dun ko naexperience yung nagtatago sa ilalim ng mesa, nagdudura,

hahabulin ko, maghuhubad ng jogging pants yan. Doon ko din nakita yung batang nang-
aagaw ng pagkain ng classmate nila.”

Participant 3

“Di ko ma-ano makakalimutan yung paulit-ulit na itong kokopyahin, isulat, pagtalikod

mo ‘Teacher, isusulat po?’ Yun pang ginawang bola yung tiyan ko nung time na buntis
ako, tapos nasuntok ako, natisod ako, ayun po.”

Participant 4

“…pinaka-unforgettable kong naranasan ay nakagat ako ng aking student. Nastab

naman ako ng ibang pupil. Mga hawak ko noon may Autism.”

These are some of the hostility experienced by the participants but two among the

participants were able to help the pupils.

Participant 1
“Kinausap ko mga eskwela ko. ‘O pang hapon tayo.’ Kahit na pang-umaga sila. ‘Next
pang umaga na tayo’. Sabi ng mga eskwela ko. ‘Ano ba talaga? Saan ba kami talaga?
Umaga o hapon?’ Dun po ako nachallenge na ako dun na ‘Oo nga noh? Nagiging taken
for granted sila.’ Kinausap ko na lang ang Principal para ayusin niya ang schedule.”

Participant 2

“…naexperience ko rin yung talagang nirerequest ko sa magulang na magdala ng

pagkain dito yung bata kasi hindi siya marunong kumain ng solid food…Dun saka lang
siya, after a year natuto kumain ng ganun, ng gulay, ng saging..”

These are the experiences of the participants during their several first years in

teaching SPED in the public school. Two of the participants extended their help to the

pupils who they thought were deprived of their right to have proper classes and nutrition

if they will not do something about it.

According to Cabugwas (2018), teachers should have the initiative to make their

classroom environment conducive for the learners and ensure that they will be able to

learn something from the lessons given by the teacher.

This act of ensuring that pupils will learn from their teachers is a

satisfier/motivator which fall under the responsibility according to Herzberg’s Motivator-

Hygiene Factor. Though they experienced some belligerence from the pupils they did not

complain since they think it is a part of being a SPED teacher. The Motivator-Hygiene

Factor of Herzberg is shown in this part of the study because satisfaction and

dissatisfaction were revealed at the same time. The participants might be dissatisfied

because of these experiences during their first several years in teaching but they are also

satisfied or motivated whenever they see improvement in their pupils.

Reasons in Choosing to Teach in Public School

Three among the four participants said that they really liked to be in the public

school because of the security of tenure, benefits and to be of service to the country

through being a public school SPED teacher. The other participant said that she was

compelled to be a part of the SPED department in their school.

Participant 1

“Stability syempre saka nung pumasa na kasi ako, hindi na pumasok sa isip ko na
magprivate.”

Participant 2

“Ay ako talagang public school ako. Early SPED course ako. Nung nag-attend na ako sa
Davao na convention sabi ng principal mag-start na daw ako.”

Participant 3

“Okay, secured benefits.”

Participant 4

“Honestly, syempre sa security of tenure and sa benefits kasi sa public school uh

complete and benefits. Tsaka dahil na rin sa mga kids kasi syempre uh service na rin
ating mga pupils.”

From the responses of the participants they chose being a part of the public school

system because of security of tenure, benefits and service to the government.

According to the Executive Order No. 201 in 2016, SPED teachers are expected

to earn around P 27, 503 to P 40, 267 depending on their level because of the Salary

Standardization Law of 2015. This somehow helped in the satisfaction felt by the SPED

teachers in the public schools.

 In the theoretical framework of Herzberg, salary falls under the dissatisfier since

this is factor that can be changed over the years. As an example is the Salary

Standardization Law of 2015. This means that they are satisfied with their salary now but

there could be other factors that will make them feel dissatisfied in school.

Instances that Made them Realize they Made the Right Decision to Teach in Public

School

The answers of the participants were varied on their realization of their decision

to teach in the public school. One participant said she was making a difference in the

lives of the pupils by becoming their parents’ hope. Other participant said that the

influence of her parents and the compensation made her realize that this was the right

choice. Another participant reiterated that she was happy of the improvements she made

on the pupils. The last participant said she made the right decision because she has a lot

of friends whom she can turn to and the salary satisfies her.

Participant 1

“Dun po siguro yung sabi kong siguro ito na talaga ang calling ko na dalhin ako sa
SPED. Yun po siguro ang pinakadesisyon ko, sabi nga nung nanay nay un ‘Ma’am ilang
taon kame naghintau na walang school.’ At least dumating ako sa San Roque, ayan
nagkaroon sila ng chance na makapasok sa school kasi mga out of school youth na yung
mga batang yun eh.”

Participant 2

“Public talaga, kasi ang nanay at tatay ko nasa public school teacher kaya sabi nila mag
public school teacher na din ako. Tsaka enjoyable naman din sa public, malaking sweldo,
hahaha.”
Participant 3

“Di ako nagkamali na dito ako sa public dahil maganda pag nasa public ka po. Marami
kang malalapitan tapos yung sweldo ayun talaga, kahit bakasyon may sweldo po. Oo,
satisfied naman.”

Participant 4
“Ay everyday pag nakikita ko na uh yung improvement nila katulad ngayon. May
estudyante ako nung June di mo talaga mapa-upo yun pero ngayon nakikipagcooperate
na at gumagawa na ng worksheets kaya big improvement.”

In an article by Galang (2017), in an interview from a SPED teacher they were

choses to be the beacon of light for these pupils and stand by them through their

disabilities. This is somehow reflected from one of the answer of Participant 1 who said

that she felt that this was her calling and be the hope of the parents of these special

children.

Making a difference in a child’s life is also evident from the answer of Participant

4. Based from an article by Santisteban and Serafica (2017), a teacher feels happy

whenever they see that their pupils learned and makes impact on the lives of the pupils.

Participant 3 shared that she was able to ask help from co-teachers in the school.

The participants seemed to have a lot of friends in the school to help her out whatever she

needs in the class. Though there was an increase in the salary, SPED teachers they need

to shell out money for their trainings and seminars, classroom decorations in order to be

promoted which are often not covered by the Department of Education (Cabato, 2018).

Teachers made a solution on this problem by helping one another. Experienced SPED

teachers extend a hand to newbies and give tips on how to handle cases in SPED

classrooms (Santisteban & Serafica, 2017).

 In connection to the theory of Motivator-Hygiene factor, the participants know

that they have to attend seminars and trainings from which they can gain additional

knowledge to be applied in the classroom which is an opportunity for professional

growth. Though two of the participants shared that they enjoy the high salary this could

mean that they may be dissatisfied at some point if they have to pay for these trainings

and seminars from their own pockets.

Motivators of SPED Teachers for Working in the Public School System

This table presents the things that the participants enjoy as a SPED teacher in the

public school and their motivations in teaching in the public school. Their responses have

similarities to one another.

Table 2

Motivators of SPED Teachers for Working in the Public School System

Things you enjoy in the Motivations in teaching in
public school the public school
Participant 1 Enjoys praises and She is motivated when she
gratitude of parents feels that she is still needed in
because of the progress the school.
their children make
Participant 2 Enjoys in helping the She is motivated when she
pupils get better at feels that she is still needed as
something a SPED teacher.
Participant 3 Enjoys in guiding pupils She is motivated by her
to learn something compassion to help SPED
pupils.
Participants 4 Enjoys the love and She is motivated to help her
thoughtfulness of her pupils enough to be included
pupils after a tiring day in a mainstream classroom.
Things you Enjoy in the Public School

The responses of the participants are almost akin to one another. Two participants

said that they enjoyed helping the pupils get better at something and learn. Another

participant said that praises and gratitude of the parents make her happy while the other

participant shared that she enjoys the love her pupils give to her after a tiring day of

teaching them.

Participant 1

“Ayun, yung bang nagsimula sila sa zero tapos ngayon nag-e-excel na sila. Kahit panno
accomplishment na iyon. Tapos yung mga praises syempre ng mga magulang.”

Participant 2

“Ako? Pag natututo ang bata, yun talaga. Yung natuto yung eskwela ko na kumain, joy
na talaga sa akin yun. Tsaka nung mayroon akong batang nanghahampas ng kamay
talaga, nung matanggal ko talaga yun, talagang masaya na yung, mga little things nay
un, masaya talaga ako nun.”

Participant 3

“Yan, yung makita mo na yung estudyante mo na hindi marunong magsulat, tapos

makalipas ang ilang araw, natuwid na niya yung sulat niya, maganda na. Ayun,
fulfillment na yun sa akin.”

Participant 4

“Ay ayan syempre yung mga pupils din natin kasi honest kasi sila, from the heart sila,
pag sinabi nila na ‘Love kita teacher,’ ayun nakaka-ano, nakaka-touch kahit na anong
hirap na pinagdadaanan ko araw-araw tapos isang hug lang nalilimutan ko na ang mga
nangyayari. Ang mga hirap ng habulan namin, pag nagso-sorry sila.”

Enjoying one’s work make it easier to bear challenges in the classroom. Helping

pupils learn something, making them good at a certain skill and guiding them have all

been a part of the things a SPED teacher enjoys in the teaching profession (Santisteban &

Serafica, 2017). These are all evident from the answers of the participants. Another

answer which also contributes to the things that teachers enjoy in teaching in the public
school as SPED teacher are the gratitude and praises they receive from the parents and

the love from their pupils. According to Rabara (2017), the support of the stakeholders

and the respect for what the teachers do in their profession are one of the factors in

retaining teachers. Hence, these things that they enjoy augment their feeling of happiness

in the public school system.

In the theory of Motivator-Hygiene Factor recognition is a part of motivator or

satisfier for an employee. From the responses given by the participants it is vital that they

make progress with their pupils so they can enjoy their work as a SPED teacher.

Recognition from the parents as well as reciprocated love from the pupils are also the

things the teachers enjoy in the public school system. This clearly satisfies the SPED

teachers in the public school.

Motivations in Teaching in the Public School

Two of the participants answered that they feel motivated when the school and

pupils need them. The other two participants shared that their best motivation is to help

the pupils to learn something and eventually be a part of mainstream classroom.

Participant 1

“Hangga’t may bata pang nangangailangan samin saka yung health na rin kung
magiging effective pa rin ako.”

Participant 2

“Hangga’t kailangan ako ng mga bata kasi importante naman talaga na matuto sila.”
Participant 3

“Siguro po yung gusto ko pa mapagpatuloy yung tulong na gusto ko pang gawin lalo na
sa mga special.”

Participant 4

“Same din sa uh… sa improvement din nila lalong lalo na kapag uh… nakikita ko na na
ready na sila for mainstreaming tapos uh kasi ang goal din naming eh maging
independent sila tapos yung pwede na silang i-mainstream…”

According to Santisteban and Serafica (2017), teachers who see themselves to be

making an impact on the pupils’ life tend to stay in a certain institution. When the SPED

teachers develop new skills for the pupils they feel that they are doing a meaningful job

and make them more motivated.

Performance, from Herzberg’s Motivation-Hygiene Theory is a motivator. The

participants were able to determine what will keep them motivated in the public school.

Their performance as SPED teachers which is to help and guide the pupils. Even their

effectiveness as a teacher was tackled from the participants’ answer. Thus, SPED teachers

were motivated as long as they feel that they are needed by the students and if they are

still an effective SPED teacher to the pupils.

 Table 3

Dissatisfiers of SPED Teachers in Public School

Experiences that Problems they Things that make

they doubted their encountered which them
decision teaching in they had overcome happy/distressed
the public school in the school
Participant 1 When she had Lack of teachers but She is happy when
difficulty getting the the participant had to there are
schedule for the solve it by becoming improvements
regular class and her a regular teacher made on the pupils
SPED class but she is not happy
when the parents do
not cooperate and
do not have
initiative to help the
pupils.
Participant 2 The paperworks Lack of support of She is happy when
which have to be the parents to the the pupils become
submitted and even pupils successful.
her vacation days are However, she also
used for finishing finds it a problem
them. when there is no
support from the
administration and
DepEd.
Participant 3 Difficulty in putting Parents do not Improvement of the
the pupils in understand what the pupils make her
immersion vision of DepEd has happy but the lack
for the pupils. She of parents’
needed to have an cooperation
increase in the towards the pupils
salary. is what makes her
unhappy.
Participant 4 She wanted to leave Financial problems The salary and
when she of the parents to thank you cards
experienced physical therapies to hasten from the parents
hurt from the pupils the improvement of make her happy.
and the lack of the pupils She does not have
support of the anything to be
parents distressed about the
school.
Experiences that they Doubted their Decision Teaching in Public School

The participants provided varied responses on their experiences which contributed

to their doubts why they taught in public school. Participant 1 said she felt doubtful of her

decision when she cannot make her schedule for the regular and SPED class meet

halfway. She had to make adjustments always for the SPED class which she did not like.

Participant 2 shared that all the paperworks are quite stressing her out plus she also

spends some of her summer vacation to finish and submit the reports. Participant 3 said

she is dismayed because she finds it difficult to place pupils in immersion. Participant 4

shared that she was on the verge of leaving the public school system when she

experienced physical hostility from the pupils and the lack of support of the parents.

Participant 1

“Yun po yung kanina na sabi ko gusto ko na umalis kasi sa schedule kaya lang yung sa
parents nga na inaasahan na nila na may teacher yung mga bata.”

Participant 2

“Siguro yung bigat ng trabaho. Minsan kasi maraming hinihinging mga reports ganyan.
Pumapasok pa ako sa school kahit na bakasyon para makapaggawa at makapagpasa ng
mga ano… mga reports.”

Participant 3

“Mm… ako like dun sa akin na hawak ko ay IB nan a gusto ko pong lahat ng studyante
namin madala sila sa immersion. Mm… kasi syempre hindi naman ganun kabilis,
talagang gusto ko na na kahit itong school year na to mga ilang mga bata the following
year, nasa regular na sila, nakamainstream na sila.”

Participant 4

“Yun din yung una kong ha yung una kong experience nung nakagat ako na at tsaka
nung nasaksak ako na kasi medyo meron akong ano- meron akong fear sa dugo. After
naman nun uh… nakalimutan ko syempre ano nangibabaw pa rin yung love ko sa kanila
kaya lang yung nga yun lang parang ano sa akin nag uh uh nagcontribute para ano
magdalawang isip ako. Tsaka uh sometime, kapag ka hindi ganun kasupportive ang mga
parents, yung mga parents, yung mga parents din minsan, pero di naman lahat ng
parents may mga parents na ano very supportive pero may iba na medyo medyo lang.”

The varied answers of the participants contributed to their feeling of being

doubtful whether they made the right decision or not to be a part of the public school

system. Three of the participants said that she wants to make her schedule amiable for

both her regular and SPED classes. It is important that their superiors understand them

like their principals or supervisors whenever they encounter problems like this. Otto and

Arnold (2005) reported that several studies show that show that knowing the interest,

needs, and struggles of SPED teachers encourages them to stay in the profession.

Moreover, knowing that there is enough support from the stakeholders such as parents

also motivate them to do their best on their job. However, this also contributed to the

feeling one participant in determining if she really fits in the public school system

because of the lack of support of the parents.

Based on the theory of Motivator-Hygiene Factor, one dissatisfier is the

relationship between the superior and the employee. It can be gleaned from the answers

of the respondents that somehow there were times their superiors did not understand what

they were going through to do their work as well as be a part of the public school system.

This shows that there were times they felt dissatisfied not only with how their

relationship with their superior is as well as with the parents who lack in support for their

children’s progress.
 On the other hand, one that is considered a motivator or satisfier for the

participants is the responsibility. However, it was identified that it not a motivator since

the participant shared that she felt stressed out because of the paperworks she had to

comply with. Hence, proper communication and support between their superior and

parents will make them satisfied on their job. In addition, the workload of the teachers

has to be reviewed so they will feel happy in their workplace.

Problems they Encountered which they had Overcome

Varied answers from the participants were also gathered from this question.

Participant 1 shared that the lack of teachers in her school caused a problem to her

schedule. Participant 2 answered that the lack of support of the parents to the pupils is

one of the obstacles in her job. Participant 3 reiterated that the lack of understanding of

the parents on the DepEd vision for the students and the increase of salary were the things

she considered problems in her profession. Participant 4 said that it is difficult for her to

achieve optimum development of the pupils because of the lack of financial aid for the

pupils’ therapy.

Participant 1

“O, ano po talaga, yung lack of teachers. Kasi sa ngayon po, multi and hawak ko, Grade
3 and Grade 5. O yun, yung ang nagiging ano sakripisyo ng teacher kasi kung
didiretsuhin talaga naming na hindi kame magpapahipokrita na di kame uupo, wala
talagang upo kasi pagkagaling, habang nagse-seatwork yung isang grade, ito naman
ngawa-ngawa naman sa isang grade level.”

Participant 2

“Problema… kapag ang magulang walang ano, support, yun ang number one talaga,
suporta talaga ng magulang. Papasok late, papasok ng walang assignment tapos yung
bata walang sabihin natin walang yung mga ganun- yung mga pagkain, yung gamit.
Dumadating talaga ako sa point na binibigyan ko talaga ng baon. Ang problema din
ditto, hindi sila ganun ka-seryoso sa pag-aaral, yun bang pagdating sa bahay, parang
kinopya lang… di nila binabasa.” Siguro kung meron din ano ang magulang na ‘O, mag-
aral kayo,’ meron matutunan naman talaga yung bata ng maayos.”

Participant 3

“Syempre minsan po yung mga parents di nila maintindihan yung sa DepEd na

pinapagawa. Tapos mga paperworks. Sa salary sana tumaas pa ang sweldo.”

Participant 4

“Ah ayun nga ang nararanasan ko na uh problem is sa financial ng parents kasi di ba uh

team tayo sa SPED. Siguro developmental pedia, si teacher tapos yung mga therapies
yung ang uh problem sa financial ng mga parents kasi nila kaya i-afford na magpa-
therapy yung mga bata kahit nandun na sa recommendation ng doctor na kailangan nila
ng OT o kaya ng PT kata minsan yung development ng bata medyo hindi ganun kabilis
kasi nga may kulang sa uhm sa team.”

Two of the participants went the extra mile for these pupils. Participant 1 taught

multilevel grades because she cannot leave her SPED pupils. On the other hand,

Participant 2 gave whatever she can so the pupils can have food and school supplies.

Participant 3 and 4 have almost the same sentiments about the lack of support and

understanding on the needs of their children. Santisteban and Serafica (2017) said that it

is but normal that SPED teachers extend their help to their pupils beyond teaching them

inside the classroom. Hence, going the extra mile for their pupils is a good trait of being a

SPED teacher. Though, they may be doing their part the understanding and support of the

parents is still needed. The professional support and understanding of the work of SPED

teachers affect their confidence and perceived status in the school (Berry, 2012). Thus,

usual problems encountered by the SPED teachers were lack of support from the parents

and the government for the lack of teachers and increase in the salary.
 In the Motivator-Hygiene Factor Theory the realization of both parents and the

government on all the help the teachers give to their pupils fall under the recognition

which is a satisfier. They may be given recognition but the SPED teachers felt it was not

enough to feel that they are satisfied or motivated in their job. Salary was also determined

as a dissatisfier as one of the participants said that she needs a raise on her salary. Both

motivators and dissatisfiers were identified in these answers and the participants clearly

stated that they were not happy with what they get for support from the parents and their

superiors or from the government.

Things that Make them Happy/ Distressed in School

Participants shared things that make them happy or distressed in their schools.

Three of the participants said that they are happy when pupils make progress and

eventually become successful in life and gratitude of parents for their effort. The things

that make them distressed were the lack of support from school administration and

DepEd.

Participant 1

“Masayang masaya hahaha. Ah syempre yung nagiging output naming sa kanila na

Makita naming na na tapos naririnig yung feedback ng mga parents. ‘Ma’am dati ganito
yan.’ ‘Ma’am nagwawalis na po yan sa bahay.’ ‘Naglalaba na po yan.’ Yung ganun kasi
hindi naman po academic lang ang mood nila ditto na matutunan, kailangan yung self-
help naiisip din nila yung burden ng mga magulang. Yung mga praises ng magulang
malaking ano po yun sa teacher. Dismaya? Nakakadismaya lang yung nag-effort ka dito
magturo, nagbigay ka ng assignment pagdating bukas, forgot.”

Participant 2
“Oo naman, hindi naman ako tatagal ng ganyan. Masaya ako dahil yung mga bata, iyan
katulad niyan, nakagraduate na sila, tapos nakita ko pupunta ditto, actually nagdadala
sila ng pagkain, cake kasi nagtatrabaho daw sila Bench, aha, yan tapos yung isang
eskwela ko, abroad na daw. Yung problema dito walang support ang administration pati
sa DepEd.”

Participant 3

“Yes, ngiti ng bata at tsaka yung nakita mo na nag-iimprove sila. Minsan nakakadismaya
din yung magbibigay ka ng assignment tapos yung ibang parents kaya nila ituluy tuloy sa
bahay pero yung ibang parents hindi. Nalulungkot ako kasi dapat sana may continuation
yung process ng bata para mapabilis.”

Participant 4

“Yes! Masaya naman ako lalong lalo na syempre sa ano din sa salary kasi uh iba kasi
ang salary ng SPED teacher 1. Yung mga parents lalong lalo na pag Teachers’ Day tapos
makakareceive ka ng mga letters ng mga Thank You Cards.”

From the participants’ responses all of them are happy with being a part of the

public school system. They are happy whenever the pupils have learned something from

them. Based on Santisteban and Serafica (2017) making an impact on the lives of the

students is one of the things that give SPED teachers happiness in their profession. The

salary of the SPED teachers also made them satisfied being in the public school system.

The Salary Standardization Law (2015) was drafted for the increase of the salary of the

public school teachers. Though they felt a little dismayed on the lack of support of the

administration, parents and the government. It is important to have a talk with their

employees or teachers to show that they are interested to know how they fare in the

school (Otto & Arnold, 2005).

 In the theory, Motivator-Hygiene recognition from the parents and pupils is

considered a motivator to the SPED teachers. However, they also seek recognition from

the administration and the government since they felt they were not able to connect with

them most of the time. On the other hand, though it is determined from the Motivator-

Hygiene theory that salary is a dissatisfier but the SPED teachers find it satisfying and

served as a factor in staying in the public school.

Table 4

Suggested Improvements in the Public School System

Help of their Superiors Suggested Improvements

in the Public School
System
Participant 1 She thinks their She likes to modify the
administration and the curriculum for SPED
DepEd is supportive wherein pupils will be
taught how to sew, cook
other skills for livelihood
so they can use it for their
future.
Participant 2 Her school’s administration She also thought that
is supportive. curriculum should prepare
SPED pupils for their
future.
Participant 3 She believes her school She hopes there will be
administration gives their more teachers for SPED
best in supporting the and a complete staff for the
school. SPED pupils.

Participant 4 The school administration She wanted to make the

is supportive and all class size smaller. She
donations were distributed hopes that SPED schools
equally. will have complete staff for
SPED.
Help of their Superiors

All of the participants think that their endeavors for SPED were supported by

their administration. Even donations from other partners were given equally to all the

pupils.

Participant 1

“Ah ah ang DepEd Family so far superb kasi lahat naman ng ipagpaalam naming lalo’t
gastos sa bata, basta ang number one concern diyan yung safety at tsaka yung ano ng
bata, yung learning, wala silang problema diyan. Tapos kagaya niyan may mga rooms
kami, hindi naman kami tinitipid. Yang TV galing yan sa DepEd. Ang parents kahit
paano nagdodonate kasi di naman lahat mahihingi sa DepEd.”

Participant 2

“Ay okay dito. Suportahan kami dito pagdating sa paperworks, programs. Walang
problema kahit sa principal naming. Pag may activity lahat involved. Si Mayor
nagdodonate ng mga kailangan sa school. Kahit sa iba katulad ng Jollibee nagdodonate
sila ng tansan, plates, snoop boards.”

Participant 3

“Ah supportive naman sila. Kung may conflict kame tapos gusto ng clarification,
tawagan mo lang sila, agad agad naman sila tumutulong.”

Participant 4

“Ah ano naman sila supportive naman sila lalong lalo na pag may magdodonate. Ayan
iiniaano din sa amin uh binibigay. Sa Principal wala naman din problema. Sa mga
kasamahan okay naman din. Mayroon kame SDS once or twice a week nagcoconsult
kami kung ano ba dapat gawin para sa isang bata. Pag-uusapan naming yung progress
ng bata.”

All the participants shared their experiences with their superiors such as their

principals and their superintendent as well as the Department of Education. According to

the study of Berry (2012), the perceived confidence and status in school of the teachers is

connected to the professional support and understanding their work. The support given to

them by their principals and superintendent somehow makes them contented in the public

school system. Even their Superintendent is hands on the progress of their pupils as

evident from the answer of one of the participants that they confer with their

Superintendent once or twice a week.

Motivation-Hygiene Theory most of the experiences of the participants fall under

the relationship with colleagues and the relationship between supervisor and employees

are dissatisfiers. However, they find their relationship with colleagues and supervisor

pleasant. This may be a dissatisfier but they are satisfied with the relationship they have

among all their co-teachers, principal and superintendent.

Suggested Improvements in the Public School System

Though they may be happy in their posts as public school SPED teachers they

also have some suggestions for the improvement of their school as well as in the public

school system. Each participant has their own take on what should be improved in the

curriculum. Two participants said that they hope the curriculum will be changed wherein

pupils will be equipped with the life skills they need to earn a living when they grow old.

The other two participants agreed that there should be complete staff for the SPED pupils

to assist in their progress. They also added that there should be downsizing of the number

of pupils and additional SPED teachers.

Participant 1

“Gusto ko na matagal na naming sinasabi na mas gusto sana namin na more on

livelihood program ang ibigay naming sa kanila kasi let us admit, hindi naman talaga
silang mag-ooffice. Tulad ng sa hearing impaired nasa regular na curriculum pa rin
sila.”

Participant 2

“ Gusto ko yung ituro sa bata, itong mga HI kasi di ko naman ine-expect na maging
doktor sila, hindi ko naman talaga ine-expect na sa office work sila, yung ibigay kung
ano ba yung mga needs ba nila, halimbawa itong batang ‘to turuan ng vocational. Ituro
yung pwedeng pagkakitaan pagdating ng araw.”

Participant 3

“Sana po madagdagan ang items ng mga SPED teachers. Sana din yung mga SPED
centers merong ano yung kumpletong staff ng SPED, yung merong therapist, may OT.
Alam ko na hindi agad agad posible yun pero bakit yung Valenzuela nagawa nila?”

Participant 4

“ Uh sa uh sa exigency of service, yung class size. Kasi di ba sa private school mas konti
ang pupils pero sa public kasi for the service of the nation. Mahirap talaga yung sobrang
daming pupils lalo na magkakasama yung sa Autism. Tsaka isa pang dream ko sa isang
SPED school nandun na yung OT, PT, edi ang ganda sana, lilipat na lang sila ng
classroom tapos nandun na mga services na kailangan.”

The responses of the participants are gearing to the betterment of their pupils.

They think that having complete staff, more teachers and modifying curriculum to equip

pupils of life skills and livelihood programs will help them in the future and their fast

progress. Patac (2015) reiterated that spend time in one on one consultation with the

pupils to check on their progress; make their classrooms conducive for learning; and

modified their lesson plans for each type of special class. These things make their day to

day job more taxing (Patac, 2015). Hence, SPED teachers really dream of having
complete staff in their schools so that all their hard work will be paid off since there will

be continuous support from other people who will play major roles in the development of

the pupils.

Working conditions in the theory Motivator-Hygiene is a dissatisfier. From the

shared experiences of the participants there are trying to make use of what is the available

resources in their school. Though, they may be contented of what they have right now

they still hope that the government will find a way to provide complete staff for their

SPED schools.