1

AMOUNT OF AND REASONS FOR LOANING IN PRIVATE AND PUBLIC

SCHOOLS TEACHERS IN RELATION TO THEIR TEACHING PERFORMANCE

Chapter 1

Introduction to the Study

Chapter 1 includes; (1) Background of the study (2)

Theoretical Framework of the Study, (3) Statement of the

Problem and Hypotheses, (3) Significance of the Study, (4)

Definition of Terms, and (5) Delimitation of the Study.

Part One, Background and Theoretical Framework of the

Study, presents the purpose for selecting the current

problem and the study’s frame of condition that supports the

explanations for inquiry.

Part Two, Statement of the Problem, states the general

and specific objectives of the study which are to be address

in the study.

Part Three, Significance of the Study, discusses the

benefits and implication which help the researchers to

recognize its usefulness.

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Part Four, Definition of Terms, defines different terms

use in the study, it defines both theoretically and

operationally.

Part Five, Scope and Delimitation of the Study,

specifies the limits as well as the limitations of the

research in terms of different variables, participants,

instruments and statistical tools use in this study.

Background and Theoretical Framework of the Study

The issue of indebtedness or even over-indebtedness has

been recognized in various studies as common and pressing

concern all over the world (OECD, 2012; & Eurofound, 2013).

In the country the same concern was highlighted by the

latest Manulife Investor Sentiment Index (MISI) survey,

which showed that 41% of Filipino investors carry high level

of personal debt the second highest in the Asian region next

to Malaysia (Manulife, 2016).

Indebtedness among the public school teachers has long

hunted the entire public school system in the Philippines.

In 2011, the Congressional Commission on Education or EDCOM

survey recommended increasing the basic minimum wage salary

of public teachers as part of the long needed educational

reform. This recommendation was corollary to the findings

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that the teachers’ salary in Manila alone highlighted the

very low net salaries of teachers in the Philippines.

Furthermore, almost one-fourth of the teachers (24%) lose

half of their gross income to deductions for loan payments

and a larger number of teachers (28%) get deductions

amounting from 25% to 50% of their gross income. Considering

the teachers’ financial situation, the study indicated that

it is not surprising that two-fifths of teachers (41%)

engage in “sideline” (part-time or odd jobs) to boost their

meager incomes. Despite these facts, there is a dearth of

researches in the country that look into the status of the

financial well-being of public school teachers, especially

the factors that led them to this vicious cycle of debt and

the development of the “culture of loan” - as teachers

themselves describe this phenomenon among their ranks

(Edcom, 2011).

Data released by the Department of Education (DepEd)

showed that teachers have incurred P178 billion in loans

from private lending institutions and P123 billion in credit

from the Government Service Insurance System (GSIS) as of

2016. To address this scenario, Teachers’ Dignity Coalition

chairman Basa (2016) urged DepEd to ask GSIS to consider

loan restructuring to enable the teachers to pay over a

longer period with smaller monthly amortization. According

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to him, they borrow money because of necessity, definitely

not for luxury. They borrow money for the house rent,

education, health, even our materials and supplies for daily

lessons and them and to their family.

Briones (2017) that teachers borrow money to pay for

the tuition of their children, teachers spend on a variety

of things including travel abroad. Briones (2017) also noted

that many public school teachers tend to continue borrowing

even if they already have loans from various lending

institutions. According to some group of teachers, personal

interviews, and DepEd initial findings, the following are

the common reasons why teacher are into salary loans: the

salary is not enough to cover the cost of living, to support

the education of their children (tuition fees and alike, to

cover the cost of housing (housing loans), postgraduate

studies, to support expended families’ needs and emergencies

and travel and leisure.

Teachers, who constitute the bulk of those employed in

the education sector of the country, are similarly affected

by the economic crisis as the workers and employees of other

sectors (Frufonga, 2015). The researcher has observed

firsthand financial crisis and problems of other teachers in

the district who are employed in the Department of

Education. The teachers’ financial difficulties could be

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deduced in their frequent leaves of absence from class in

order to follow up loan applications to various lending

institutions and other related activities in order to meet

their financial needs. Therefore, there is a strong

possibility that this scenario may unfavorably affect their

functions specifically in the delivery of knowledge to the

learners.

Public school teachers are not exempted from this sad

reality. Their low salaries that, in normal times, were

barely enough to make both ends meet are now way below the

adequacy level to meet their financial requirements and

obligations. Expectedly, teachers are forced to find other

means or financial sources in order to compensate for this

lack (Tinio, 2008). It has been mentioned that the conflict

between equity and efficiency is probably the biggest socio-

economic trade off, and it plagues the various dimensions of

social policies.

Accordingly, two contradicting possibilities have been

speculated regarding this prevailing situation. First, it

has been speculated that since teachers' efforts are no

longer focused on and totally directed to their teaching

functions, there is a strong possibility that teachers are

bound to neglect their school responsibilities to the

detriment of their teaching performance and their students’

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achievement. Second, the contrary has been speculated.

Depending upon their commitment to the profession and their

inherent potentials to adjust to adverse situations,

teachers can still be effective and efficient in performing

their functions and responsibilities notwithstanding their

being engaged in certain survival strategies to cope with

the devastating effects of economic crises. Because of their

high adjustment potentials, teachers are still capable of

developing within themselves the positive attitude towards

their own professional growth and advancement, and even

undertake them in order to enhance their teaching

performance (Tinio, 2008).

Less availability of financial resources reduces the

productivity of teachers. Staff is unable to meet the

standards of current requirements in education. Due to this

they have inefficient system of teaching. Deficiency of

money disturbs the progress and improvement of system

(Ballou and Podgursky, 2000). The main education structure

could not get sufficient financial distributions from the

administration which added damaged system physically and

academically (Shah, 2003).

This study is anchored to the theory of human

motivation-hierarchy of needs (Maslow, 1943 cited by Irwin,

2018) this theory focuses on human behavior is related to

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his needs. In hierarchy of "needs theory of motivation",

Maslow identified five types of human need, arranged in a

hierarchy of their importance and priority. He concluded

that when one set of needs is satisfied, it ceases to be a

motivating factor.

According to Irwin (2008) hierarchy of needs of

teachers include: physiological needs, safety needs, social

needs, esteem needs and self-actualization needs. Efforts

are made to shape the development, improvement of work

systems, compensation and so that finally the assessment of

success. Success is defined as the result of someone who is

accomplished with the capabilities and act in certain

situations. So success is the result of linkage between

effort, ability, and achievement tasks.

At a macro level, "personal finance" has been primarily

understood to be in the "safety need" category, implying

that once the physiological needs of individuals are met.

They strive to fulfill their safety related aspirations like

security, law and order, personal protection etc. With

changing times and an increase in the "propensity to

consume".

Due to the simplicity of implementation and use of

Maslow's hierarchy of needs it is believe that it is very

easy to apply it to the different areas of human

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functioning. One of these areas is certainly an area of

Personal Finances. Such as the theory of motivation is based

on the gradual satisfaction of human needs from lower to

higher needs, so does the same hierarchy could be easily

applied on personal finance thus allowing the person to

first meet their basic financial needs.

The conceptual framework of the study is shown in

Figure 1 below:

Independent Variables Dependent Variable

Amount of Loan
Teaching
Performance

Reasons for Loaning

Figure 1. Shows the Amount of Loan and Reasons for Loaning

of
Private and Public School Teacher in Relation to their
Teaching Performance.

Statement of the Problem and the Hypotheses

The goal of this study is to find out the amount of and

reasons for loaning of private and public school teachers in

relation to their teaching performance.

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Specifically, the study sought to answer the following

questions:

1. How much is the loan of teachers in banks, GSIS, and

other private lending institutions?

2. What are the underlying reasons for the private and

public school teacher’s loan?

3. What is the level of teaching performance of private

and public school teachers?

4. Is there any significant difference in the teaching

performance based on the amount of loan of private and

public school teachers?

5. Is there any significant differences in the reasons for

loaning of private and public school teachers?

6. Are there any significant relationships in the amount

of and reasons for loaning of private and private secondary

school teacher and their teaching performance?

In view of the statement of the problem, the following

are hypothesized:

1. There is no significant differences in the teaching

performance based on the amount of loan of private and

public school teachers?

2. There is no significant differences in the reasons for

loaning of private and public school teachers?

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3. There is no significant relationships in the amount of

and reasons for loaning of private and private

secondary school teacher and their teaching

performance?

Significance of the Study

The study will be beneficial to the teachers, student’s

school administrators, government and Department of

Education officials and future researchers.

Teachers. The data and information provided by this

study may give the teachers adequate knowledge on the

economic crises and how to cope with such, and at the same

time, how it has influenced their teaching performance.

Knowing these, the teachers are placed in a better position

to deal with and handle the situations created by economic

crises. They may formulate realistic economic crisis-coping

strategies that would ease whatever financial pressures on

their households. Certainly these pressures can adversely

affect their psychological and emotional dispositions that

may be detrimental to their performance and attitude towards

work.
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Students. Students who are either recipients or victims

of the teachers’ efficiency or inefficiency as influenced by

the favorableness of the teaching-learning environment may

be the ultimate beneficiaries of the findings of the study.

Whatever measures to counteract and check the inefficiency-

causing effects of the economic crises on teachers, would,

therefore, be eliminated to the advantage of the students.

Government and Department of Education Officials. The

results of this study may encourage government and

Department of Education officials to give attention to the

teachers' financial problems afflicting the teachers, which

to some extent, have negative impact on their teaching

performance and professional development. With the data and

information generated by this study, DepEd officials may

become aware of those problems thus placing them in the best

position to generate far-reaching policies that would

guarantee teachers with sanctioned strategies to enable them

to cope with the adverse impact of economic crises in the

future. Through the findings of this study, DepEd officials

may be made to realize the teachers’ financial difficulties

and their undesirable effects on the efficient delivery of

quality education in the secondary level. The DepEd

officials may, thus, therefore, come up with the necessary

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measures to alleviate these difficulties, thereby improving

the performance of secondary school teachers.

Future Researchers. The findings obtain in this study

will serve as a baseline data for aspiring researchers. This

study will be also beneficial for them to conduct similar

studies by providing them reliable information.

Definition of terms

The following are the conceptual and operational

meaning of the terms used in the study.

Amount of Loan- refers to when one party gives money to

another on the condition that it be paid back, typically

with interest, at a certain time in the future (Quicken,

2019)

In this study “ loan” referred to the amount borrowed

by private and public school teachers with a certain amount

such as follows: above P500,000, P251,000-P500,000,

P100,000-P250,000.

Reasons for Loaning- refers to the underlying reason/s

of an applicant in seeking a loan used to different purpose

(Researcher, 2018)
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In this study “reasons for loaning” referred to a set

of questions for the borrower their purpose for loaning.

These set of questions can be answered in yes or no.

Teaching Performance – refers to as a set of attitudes

and behaviors that result in learning for student (UNICEF,

2019)

In this study “teaching performance” referred to the

learning behavior observed from the respondents through the

use of DepED individual performance, commitment and review

form can be arbitrarily categorized as ( 4.50-5.00)

Outstanding, ( 3.50- 4.49) Very satisfactory, (2.50-3.49)

Satisfactory, ( 1.50-2.49) Unsatisfactory and (1.499 below)

Poor. While in the private school, (5) Excellent, (4) Very

Good, (3) Good, (2) Fair and (1) Needs improvement

Delimitation of the Study

This survey correlational aims to determine amount of

and reasons for loaning of private and public school

teachers in relation to their academic performance.

To gather the data in this research, the participants

are selected using quota sampling. The participants of this

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investigation are the forty (40) private school teacher and

forty (40) public secondary high school.

The data in this study will be gathered using the

demographic profile of the teachers, researcher-made

questionnaire for the reasons of loaning. A secondary

baseline data for teaching performance is the IPCR or

Individual Performance and Commitment Form for Teachers.

The dependent variable is the teaching performance of

the teachers while the independent variable are the amount

of loan and reasons for loaning of private and public

schools teacher.

The statistical tools will be use in this study are

the frequency and percentage distribution, mean score and

standard deviation, ANOVA and Pearson’s r.

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Chapter 2

Review of Related Literature

This chapter is systematized into four (4) parts,

namely: (1) Amount of Teachers’ Loan, (2) Reasons for

Loaning, (3) Disaster Risk and Reduction Management

Practices, and (4) Synthesis.

The First Part, amount of teachers’ loan discusses the

amount of their loan and what makes motivate them to loan

such big or small amount.

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The Second Part, reasons for loaning, it talks about

the underlying reasons for loaning in financial institution

and ways of spending their loans.

The Third Part, teaching performance, discusses about

the behavior of the teacher in teaching learning process and

their effectiveness in teaching.

The Last Part, Synthesis, sums up the literature

reviewed in this study.

Personal Loan

Over the past decade, providers of micro finance in

terms of personal loans have developed an array of models

for delivering financial services to the poor and non-poor

that meet the dual criteria of sustainability and outreach

(Abosede, 2007). As programs mature, debates within and

outside the industry have moved beyond questions of scale

and outreach to the question of whether micro finance in

terms of personal loan has an impact to the borrowers

(Sebstad and Cohen, 2001).

While many people agree that micro finance in terms of

personal loan can make a great deal of difference in poor

and non-poor people's lives, the jury is still out on the

extent to which they impact their lives. Supported by

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convincing vignettes of poor and non-poor people who have

"made it", micro finance in terms of personal loan has

garnered wide appeal as a development success (Alade et al.,

2003).

In an attempt to find out why public school teachers

tend to over-borrow money from various lending institutions,

the Department of Education (DepEd) look into their

“spending patterns” as well as into other possible factors

why their propensity to borrow is higher compared to other

government employees.

The study of the Philippine Institute for Developmental

Studies (2017) on households, Briones noted that the

propensity of public school teachers to borrow is 50 percent

higher compared to other employees of the government such as

the police and nurses, among others.

Data from the Philippines’ Department of Education

(DepEd) show Filipino teachers now owe a total debt of at

least Php319 billion ($6.38 billion) to both public and

private lenders — a huge jump from just Php163 billion 2017.

(Business Mirror & Inquirer, 2019). Official data show that

of the teachers’ current debt burden, they owe P157.4

billion to the Government Service Insurance System (GSIS),

and P162 billion in outstanding loans to “accredited”

private lenders. This does not include the amount owed to

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unauthorized lenders, who give easier access to loans — but

charge higher interest rates.

In a report, Manila’s daily Inquirer (2019) stated that

the amount of teachers’ debt is higher than the combined

budget allocation for the Philippine National Police, the

Army, the Air Force and the Navy.

The average amount of debt among Filipino reported

in the Manulife survey goes as high as PhP 291,582 (Lopez,

2016). Incurring unsustainable amount of debt will not only

jeopardize one’s capability to satisfy day-to-day expenses,

but might also start a vicious cycle of debt that will be

almost impossible for a person to escape.

In terms of the approximate amount of their debt and

loans, 31.7% of the participants reported that the amount

exceeds PhP100,000. This is considerable, as the percentage

shares of each of the other 10 loan-amount brackets are only

single digit. Almost 59% of those who reported to have a

debt exceeding Php 100,000 perceived themselves as having

too much debt. While only 16% of those who reported to have

a debt less than Php 20,000 have a perception of having too

much debt. There are more participants from Region 4A

(44.1%) than from NCR (26.5%) who reported to have debts and

loans exceeding Php 100,000. This is consistent with the

findings that more public school teachers from Region 4A who

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feels that they have too much debt as compared with those

from NCR. This finding that there are more teachers from

Region 4A representing a rural area who reported that their

debt or loans exceed PhP 100,000, than those from NCR, a

predominantly urban area, needs to be further investigated

to examine thoroughly this irony. The number of secondary

and high school teacher who reported to have debt and loans

exceeding PhP 100,000 are almost equal (Ferrer, 2017).

Reasons of Loan

According to Arranza (2017) a family of four today,

where the breadwinner is a teacher, sending two kids to

school could be a huge financial stress. This makes going to

the banks and other financial institutions a very tempting

option for teachers in need of immediate cash. And although

this would significantly reduce the purchasing power of

their paycheck since a significant part of it would be used

to pay for usurious loan interests, many teachers still fall

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into the clutches of loan nonetheless. After which, many of

them would resort to selling whatever items at school to

offset their lost income due to their added cost for

interest payments and there are still those who take the

risk for survival reasons.

In the study of Frofunga (2015) entitled “ Economic

Difficulty and Coping Strategies of Low Income Faculty

Members as Related to their Teaching Performance” he stated

that faculty had experienced having limited cash and almost

one-third (1/3) of the respondents experienced inability to

pay credit loans, mortgage, and amortizations. However,

majority of the faculty had not experienced inability to pay

tuition and other miscellaneous fees of children in school;

inability to enroll children in any two-year course;

inability to pay monthly/regular contribution; inability to

pay electric and water bills; inability to pay water bills;

inability to enroll children in any four-year course; and

inability to buy goods, groceries, clothing, etc.

Tinio (2013), chairperson of the Alliance of Concerned

Teachers (ACT) that teachers and their families are reeling

from the steep increase in the cost of living brought about

by the rice price crisis and the hike in energy cost.

The idea of Tidles (2014), that teachers’ salaries are

not competitive with those in other professions of equal or

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less education and responsibility. Traditionally, teachers

are among the lowest paid of all the educated professions.

Teachers' salaries lag behind those of comparably educated

people in other fields.

Further, teachers are also engaged in making loans from

private lending institutions/persons or government lending

like GSIS and PAG-IBIG to augment to the immediate expenses

of the family especially to the education of their children.

They were also observed regulating the use of electric

generated appliances and limit the use of cell phone loads

consumption, shopping, malling, and even watching movies

with the family members, instead they spent their time

together at home and do some household chores. Moreover,

faculty members gave much attention to the value of

education of their children because they believe that

through education is the only way to break the vicious cycle

of poverty.

Covering daily expenses is seen as the second main

reason to borrow or take out loan. Having to borrow money

for daily expense means that many public school teachers are

having a hard time making ends meet on a regular basis. This

shows that they are having a hard time managing their money.

Having to borrow money just to meet daily expenses is a sign

that one already has a debt problem (Davies, 2012).

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In fact, half of those who reported having to borrowed

money to merely finance daily expenses perceived themselves

as having too much debt. Financing the education of their

children is the third top reason why respondents need to

borrow money. This reason coupled with not having an

emergency fund could indicate that public school teachers do

not have a financial plan for their future. The ability to

plan for the future and manage money efficiently is

important indicators of financial capability (Ferrer, 2017).

According to the literature the reasons raised

included; economic hardships, improving their wellbeing by

raising income, cultivating land for agricultural

activities, a thirst for development and easy of access as

no collateral was needed. To obtain the reasons, the

researcher asked the respondents to tick and add any from

their opinions the reasons they thought pushed them to apply

for the loans (Massengo, 2013).

Although incurring a loan to buy a house is not

necessarily bad, and may even be considered as financially

wise decision than, say, renting. On the other hand, if in

addition to a housing loan-which is usually a substantial

amount - other debts are also acquired, it may start a

vicious cycle of debt, one which many public school teachers

feel they are already into. It is also worth noting that

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since close to half of the respondent are not house owners,

it makes housing one of the significant issues on improving

the welfare or living standard of the public school teachers

in the country.

Teaching Performance

Despite the growing literature on the impact of teacher

incentives on student performance (Fryer 2011), previous

researches revealed that the salary of teachers is on a

downward trend in comparison with other professions.

Hanushek & Rivkin (2010). In the Philippines, there

seems to be a common consensus that the relatively low

salary being received by our public school teachers is the

main reason why they are vulnerable to loan and “susceptible

to be caught in a debt trap.”

Ironically, other than the Project TAO survey in 2000

and the frequent anecdotes on the financial sufferings of

many public school teachers usually highlighted by media and

militant teacher organizations, there is still a dearth of

researches investigating this problem. This study tries to

examine the debt situation among the public school teachers

not only to contribute to the body of literature

highlighting their welfare and well-being, but also to put

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again in the spotlight the financial challenges and woes

that many of these teachers experiences which ultimately may

have an effect not only on the quality of their lives but

also on the quality of their teaching.

According to Moerphet (2009) there is a positive

relationship between a person's motivation and performance.

This means that every worker who has a high work motivation

will result in a high performance as well. Similarly, the

income have a positive connection to one's motivation. In

return for adequate incomes will cause sufficient motivation

to work anyway.

According to Irwin (2008) hierarchy of needs of

teachers include: physiological needs, safety needs, social

needs, esteem needs and self-actualization needs. Efforts

are made to shape the development, improvement of work

systems, compensation and so that finally the assessment of

success.

An employee’s personal life has an impact on how they

perform at work. There are many factors in an employee’s

personal life that affect how they perform at work.

According to Konrad (2009), conflicts between work and home

life can lead to employee withdrawal and turnover. Employee

withdrawal can lead to decreased effort at work, tardiness

and absenteeism. There are many parts of an employee’s

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personal life that can affect how they perform at work. This

review will focus solely on employee debt and how it affects

their productivity at work.

According to Pruter (2001), an employee’s financial

wellness is a determinant of employer productivity.

Employees who are financially well off in their personal

lives are your best employees. Financially unwell employees

waste at least twenty hours a month dealing with their

personal financial issues, while they are at work. This

author likens employees with poor personal financial

situations to sharks that swim around the workplace and take

bites out of the bottom line.

Personal debt can even have effects that go as far as

causing people to have anxiety and depression (Lambert,

2013).

According to Garman (2006), “Poor personal financial

behaviors are often manifested as stress, which reduces

employee productivity.” Absenteeism is one of the primary

sources low employee productivity that is a result of

stress. Employee stress from personal finances is a real

issue that affects the workplace.

Absenteeism describes when employees don’t show up to

work. There is also absenteeism, where the employee shows up

to work, but mentally they are not available to do their

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job. Financially unwell employees are passive and not

engaged at work (Gurchiek, 2008). When an employee is

focused on their financial problems, they are not focused on

their work. They may be able to still perform at some level,

but they are not able to give 100%.

In the study of Subroto (2013), income and its effect

to teaching performance it appears that quality of teaching

in some essential relation to: (1) the physical and

intellectual abilities, (2) mastery of knowledge and work

skills that are owned, (3) mental and emotional readiness,

(4) attitude in self-development, (5) the willingness and

readiness himself to be trained and (6) conform to the job

duties. This shows that the number of teachers who have the

ability to work with the high category will affect the

completion of tasks well too. With the good work it will

have an impact on the achievement of high performance.

Synthesis

The secondary school teachers were affected by the

economic crisis. They were struggling hard in order to

survive. Moreover, the secondary school teachers were

economically deprived and unable to make both ends meet. The

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teachers were very practical in dealing with economic

crisis. Most of them prioritized their basic needs and the

needs of their family in general. They set aside their other

wants in order to survive the experienced financial crisis.

Furthermore, they tighten their belt and look for other ways

and means to make both ends meet, like getting loans and

borrowing money from both public and private institutions.

Moreover, despite the experienced economic crises, they gave

priority to the education of their children because they

believed that education itself could help break the vicious

cycle of poverty and to have a decent and better living.

Teachers take efforts to cope with the experienced economic

crises by resorting to loans, borrowing money, and

mortgaging their salary and bonuses in advance. Most of them

have no means of augmenting their income. The secondary

school teachers are still committed and dedicated towards

their duties and responsibilities. Teachers have positive

attitude towards work. Despite their economic problems, they

are still able to perform their tasks well. They seem to

have maximized their effort towards their chosen career.

Despite the experienced economic crises, teachers still

perform their work well. They seem to accomplish their work

and are committed to do it.

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Chapter 3

Research Design and Methodology

This chapter is divided into three parts: (1) Purpose

of the Study and Research Design, (2) Methodology (3)

Statistical Data Analysis.

First Part, Purpose of the Study and Research Design,

restates the main problem and discusses the research design.

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Second Part, Methodology, describes the respondents,

the data gathering instruments, and the data gathering

procedure used in the study.

Third Part, Statistical Data Analysis, enumerates the

statistical tools used in the analysis of data.

Purpose of the Study and Research Design

This study is conducted to determine the amount of and

reasons for loaning of private and public school teachers in

relation to their academic performance. This research

followed a correlational research design.

According to Mayer & Frantz (2014) a correlational

study determines whether or not two variables are

correlated. This means to study whether an increase or

decrease in one variable corresponds to an increase or

decrease in the other variable. One purpose for doing

correlational research is to determine the degree to which a

relationship exists between two or more variables. The

second purpose for correlational research is to develop

prediction models to be able to predict the future value of

a variable from the current value of one or more other

variables.
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The descriptive statistics will be use in this study is

the frequency count, percentage, mean, ranking and standard

deviation. The inferential statistics are the Analysis of

Variance (ANOVA) and Pearson’s r. The alpha level of

significance is set at 0.05 for the inferential test.

Methods

Participants

The profile of this investigation will be the four

forty (40) secondary private school teachers and the other

forty (40) from secondary public school teachers.

Quota sampling technic will be employ in this study. On

the other hand, the researcher decides on the specific

characteristics and quotas of sample members to be selected.

The researchers them purposively picks subjects to fit the

quotas identified (Mugenda, 2015)

Data – Gathering Instrument

The data in this study using the researcher-made

questionnaires. Attached to the questionnaires are the

personal data sheet of the teachers to collect data about

their demographic profile, such as sex, age, civil status,

academic rank, monthly income, type of school and education.

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Reasons for Loaning Questionnaire. A 20-item researcher

made checklist will be utilize to determine the reasons for

loaning of private and public schools teachers. To describe

the level of reasons for loaning yes or no checklist are

utilized.

Amount of Loan Questionnaire. A researcher made

checklist will be utilize to determine the amount of private

and public schools teachers.

To describe the level of the amount of loan, the scale

below was used.

Weight Responses

Above P500, 000 High

P251,000 - P500,000 Average
P100,000 - P250,000 Low

Teaching Performance Indicator. Individual Performance

Commitment and Review Form is the basis of their teaching

performance taken from the Department of Education (DepED)

standard performance and evaluation of teachers from public

school while performance and evaluation form for the private

secondary school teacher.

To describe the level of the teaching performance of

public school teachers, the scale below was used.

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Scale Description

4.50-5.00 Outstanding
3.50-4.49 Very Satisfactory
2.50-3.49 Satisfactory
1.50-2.49 Unsatisfactory
Below 1.499 Poor

To describe the level of the teaching performance of

private school teachers, the scale below was used.

Scale Description

5 Excellent
4 Very Good
3 Good
2 Fair
1 Needs Improvement

For the descriptive interpretation of the mean score,

the table below is used:

Scale Description

3.92-5.00 High
2.46-3.91 Moderate
1.00-2.45 Low

Data-Gathering Procedures

To carry out the preliminary survey, a permission

letter will secured from the Schools Division Superintendent

of Capiz Division. Another letter of approval will be given

to the school principal to conduct the preliminary survey on

the schedule date.

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The researcher will be formally request through a

letter address to each Principal. The approval for the

formal conduct of the preliminary survey will be secure from

the school. Upon Approval, the researcher personally asked

the teacher to answer the survey questionnaire. Care will be

taken to ensure that the data will be score correctly, and

systematic observations made. Primary data will be collect

mainly by utilizing quantitative methods to obtain in depth

information of the variable to be study.

Statistical Data Analysis Procedures

The following statistics were employed in the analysis

of the obtained data:

Frequency and percentage. This will be used to

determine the number and percentages of the respondents in

terms of sex, age, year level, education, monthly family

income.

Mean and Standard Deviation. This will be use to

describe the amount of and reasons for loaning in the public

and private school in relation to their academic

performance.
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ANOVA (Analysis of Variance. This is will be used to

determine the relationship between the respondents’ personal

data profile and other variables.

Pearson’s r. This test, set at .05 alpha level. This

test is used to determine the relationships among

demographic profile of the respondents, amount of and

reasons for loaning in the private and public school teacher

in relation to their academic performance.