Research Paper Ethics (Benefits and Challenges of Working From Home Arrangement of Private Teachers in Selected Areas of Imus Cavite

Republic of the Philippines
CAVITE STATE UNIVERSITY

(CVSU)
Don Severino de las Alas Campus
Indang, Cavite
OFFICE OF THE GRADUATE STUDIES / OPEN LEARNING COLLEGE
Benefits and Challenges of Working from Home Arrangement among Elementary Private
School Teachers in Selected Private School in Imus, Cavite.
Submitted by:
Maria Luisa S. Papica
Master of Arts Education major in Educational Management
Submitted to:
Dr. Lina C. Abogadie
Ethical Dimension of Management

(CVSU)
Indang, Cavite
INTRODUCTION
“Whatever is happening in the country, whatever challenges we are facing, education must continue,
education cannot wait, our learners cannot wait, we continue with the process so we can give hope and
continuity, and contribute to the normalization of activities of our country.” - Education Secretary Leonor
Magtolis Briones (October 2020)
Due to the COVID-19 pandemic, the conventional face-to-face learning engagement of teachers and
students has been suspended. The national government, particularly the Department of Education
(DepEd), implemented a distance learning approach as an urgent response to ensure continuity of
education. The Philippines is in the process of adapting to the new normal form of education at present
through continuous innovations and active involvement and participation of educators.
Home working opens up a new range of possibilities for the way businesses can work and structure
themselves. With the outbreak of the Corona virus (covid-19) Home working has given some school
owners the flexibility they need to continue their business operations while prioritizing staff and the
learner’s health and well-being as part of their public health responsibility.
Prior to the coronavirus pandemic, working from home was on the increase as many employers identified
the benefits that it can bring to their business , The key purpose of this research is to identify the benefits
and challenges of working from home arrangement of elementary teachers in selected areas of Imus,
Cavite.
(CVSU)
Indang, Cavite
Objectives of the Study
Generally, the study is conducted to determine the benefits and challenges of working from home
arrangement of teachers in selected areas of Imus , Cavite.
Specifically, the study aims to:
1. To determine the demographic profile of working from home arrangement of teachers in

selected area in Imus, Cavite.
2. To identify the benefits of working at home arrangement of teachers in selected area of Imus,
Cavite.
3. To learn and understand the challenges of working from home arrangement of teachers in
selected areas of Imus, Cavite.
4. To investigate school realizations and analyzes from employees working from home
Literature
Our research contributes to a broad agenda in economics trying to understand determinants of

individual productivity. A significant amount of work has focused on incentive pay (e.g., Lazear,
2000;
Hamilton et al., 2003; Shearer, 2004; Babcock et al., 2015; Friebel et al., 2017; Aakvik et al.,
2017;
Dohmen and Falk, 2011). Some research looks at effects of other human resource practices,
particularly
those aimed at eliciting employee participation in continuous improvement, and on

complementarities
between these policies (Ichniowski et al., 1995; Ichniowski and Shaw, 2003; Bartel et al., 2007).
There
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Indang, Cavite
is limited research in other areas, such as ways to engage employees in innovation (Gibbs et al.,
2017).
Some literature studies the effects of supervisors (Lazear et al., 2015) or peers (Bandiera et al.,
2005;
Arcidiacono et al., 2017; Song et al., 2018). Presumably peer effects would be weaker during
WFH as
there is no face-to-face interaction and probably less overall interaction. Supervisor effects might
be
stronger, if managers vary significantly in their ability to lead and coordinate virtual teams.
A growing literature analyzes working from home policies. At the start of the pandemic, a few
papers predicted the likelihood that a job would shift from WFO to WFH, typically using
descriptions
of occupations in classifications such as O*NET (e.g., Dingel and Neiman, 2020; Adams-Prassl
et al.,
2020). The industry and occupations analyzed here are among those predicted most likely to
effectively
switch to WFH.
Several surveys document incidence of WFH, and perceptions of its effects (Bick et al., 2020;
Brynjolfsson et al., 2020; Von Gaudecker et al., 2020; Gottlieb et al., 2021; Hensvik et al., 2020).
Professionals, managers, knowledge workers, those in clerical support or data processing, and
those
with higher education or income make more use of WFH. In the UK Household Longitudinal
Survey,
employees who work from home state that they are about as productive as in the office (Etheridge
et al., 2020). Those who perceive declines also experience lower levels of well-being from WFH.
Bellmann and H¨ubler (2020) find that working remotely has no long-run effect on work-life
balance,
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Indang, Cavite
and that a switch to WFH increases job satisfaction only temporarily. Barrero et al. (2020)
estimate
that WFH reduced total commuting time among US workers by more than 60 million hours per
work
day at the height of the pandemic, and that about 35% of this time saved was reallocated to work.
We do not find that commute time predicts increases in WFH work hours.
Barrero et al. (2021) provide evidence from waves of a large panel of US employees working
from
home. Respondents report benefits from lower commute time, more flexible work hours, and
increased
productivity. Employers have made investments in technology, revised practices, and moved up
the
learning curve with respect to WFH. They suggest that use of WFH will remain four times more
prevalent than before the pandemic.
DeFilippis et al. (2020) use communication and email meta-data. Their estimate that WFH
employees work 0.8 more hours per day is between estimates from our two time measures. They
also
find that employees attend more meetings, with more attendees. Teevan et al. (2020) present
similar
evidence for Microsoft employees. Kwan (2021) analyzes reading of Internet content by
employees in
a very large sample of firms in ten countries. He uses IP addresses to identify when employees
WFH,
and creates proxies for employee interactions and need for coordination. These proxies are
negatively
associated with a shift to WFH.

(CVSU)
Indang, Cavite
Survey data on productivity might be biased if employees enjoy WFH and hope to retain the
practice, conflate output with productivity, or refer to individual performance without full
consideration
of collaboration with others. Only a few papers have studied WFH using employee data. Bloom
et al.
(2015) analyzed call-center employees at a Chinese firm. Output rose for those assigned to WFH,
partly because they worked more hours, and partly because productivity increased. Employee
satisfaction increased, and attrition declined. Emanuel and Harrington (2021) studied call-center
workers
at a large US company, including those who abruptly moved to WFH in response to Covid-19.
Productivity rose in the switch to remote work. However, average productivity was lower for
remote
workers than office workers. They conclude that remote work has an adverse selection effect, and
more productive workers prefer to be at the office.
WFH may be relatively effective for call-center workers, who work independently and follow
scripts.
K¨unn et al. (2020) analyze an occupation with extremely high cognitive demands but no
collaboration:
professional chess players. They had lower quality performance when playing online during
Covid-19,
compared to in-person tournaments. Of course, the highly unusual occupation makes it difficult
to
generalize from their findings.
A policy that goes beyond WFH is Working from Anywhere [WFA], in which an employee is
allowed to choose where they live and work. This might provide additional benefits in quality of
life, managing a dual-career couple, or real estate prices. Choudhury et al. (2019) study a natural
experiment in which examiners at the US Patent and Trademark Office were allowed to work
from
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Indang, Cavite
anywhere. Productivity rose by 4.4%, with no decline in the quality of work. However, they note
that
these jobs do not require significant collaboration and coordination.
None of these studies were able to analyze potential mechanisms underlying differences in
productivity between WFH and WFO. This study is, to our knowledge, the first that is able to
provide
METHODOLOGY
This section describes how the study was conducted. This provides information on the
process that involved in arriving at the research findings and solution. It includes the research
design, sources of data, participants, sampling technique, data gathered and statistical
treatment of data.
Research Design
Research design refers to making decisions with regards to specific methods
and procedures adopted in the conduct of the study. The descriptive method of research is used
in this study; it is designed to gather information about the demographic profile, benefits and
challenges of working from home arrangement of elementary teachers in selected areas of Imus,
Cavite.
(CVSU)
Indang, Cavite
Participants of the Study
The participants of the study were the working from home arrangement of elementary
private teachers in selected areas of Imus, Cavite. A survey self-made questionnaires were used
to obtain the needed information. Information are based on personal data, experiences and
opinions provided by the participants.
Sampling Technique
Random sampling technique was used in the study. Researcher chose 50 participants that are
elementary teacher working from home arrangement in selected areas in Imus, Cavite. and currently
teaching in Imagi Mind Academy, Lavern Academy Inc., St. Odilard School, Maranatha Christian
Academy, La Trinidad Academy.
Data Gathered
In the collection of data, the researcher used both questionnaire survey form and online
survey form to gather data. The researcher developed questions and created a web link for the
access of the participants to the online survey. Researcher also explained the purpose of the
study, assured that the answers will be treated confidentially and will wait until the participants
finish the survey.

(CVSU)
Indang, Cavite
The sources of the primary data were the working from home elementary teachers in
selected area of Imus, Cavite. The collected data includes the demographic profile, benefits
challenges of the participants, and school analyses and realizations from employees working
from home. .
A research instrument was used to gather information with the aim of satisfying
the research objectives. The first part contained items in identifying the demographic
characteristics of the participants such as age, sex, position, specialization and the school where
they were employed. The second part focused on the benefits of the participants particularly on
time freedom, comfortability working at their own pace, number of hours they spent in daily
teaching hours, material and equipment available shared with them by their employers. The third
part is about their personal experience on challenges about working from home arrangement they
faced in current teaching arrangement. And the last part is the work from home arrangement that
describes about the flexibility of the hours of teaching, online platform they use to deliver the
learning session, salary arrangement.
Statistical Treatment
(CVSU)
Indang, Cavite
To interpret the gathered data, the researchers used frequency count, mean, percentage, range
and ranking in determining the demographic profile, benefits, challenges and work arrangements
of the participants.
Frequency count is the numerical tabulation of the number of times a data value occurs.
Percentage is a numerical expression that includes a percent sign with 100 assumed as
the denominator
Mean is the sum of the individual scores divided by the number of individuals. It is also
called as average score. The formula for the mean is:
Mean=∑∑x
N
Where: ∑x= sum of the individual scores
N= number of individuals
RESULT AND DISCUSSION

(CVSU)
Indang, Cavite
This chapter presents the demographic characteristics of the participants such as sex,
age, specialization and their school; learning modalities in terms of the type of learning modality
they utilize, number of hours they spend in daily studying, material and equipment available at
their homes for learning and feedback from their teachers about their academic performances;
lastly the academic challenges of Technical- Vocational- Livelihood (TVL) Grade 12 students in
public schools of Tanza, Cavite.
Demographic Profile of Work From Home Arrangement of Teachers in Elementary in
Selected Areas of Imus , Cavite.
Table 1 shows the data on demographic characteristics of Working From Home
Arrangement of Elementary Teachers in Selected Areas of Imus, Cavite such as sex, age
specialization and school.
Sex. Most of the Elementary teacher participants were female (74%) and 26 (%)only
were male. It is manifested that females are more attracted to be in the field of teaching..
Age. The age of the Working From Home Arrangement Teachers in Selected areas in
Imus, Cavite ranged from 20 to 50 years old. Fifty percent of the participants were between 26-
30 years old, eighteen percent are between 36-40, ten percent were 20-25 as well as 31-35 age
ranges. Lastly, only twelve percent of the participants are 41-50 years old.
(CVSU)
Indang, Cavite
School. There are private schools located with in the vicinity of Imus, Cavite that are
offering primary education . Most of the participants (30%) are employed in La Trinidad
Academy, 28 percent is from Maranatha Christian Academy , 20 percent from Lavern Academy
Inc, 12 percent from Imagi Mind Inc. and only 10 percent from St. Odilard School. This result
also reflects to the dominance of La Trinidad Academy based on number of students enrolled ,
this school is also known in Imus, Cavite with spiritual, moral, athletic, and academic
excellence..
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Indang, Cavite
Table 1. Demographic Profile of Working from Home Arrangement among

Elementary Private School Teachers in Selected Private School in Imus, Cavite.
Frequency Percentage
Demographic Profile Rank
(n=50) %
Sex
Male 13 26%
Female 37 74%
Age
20-25 5 10%
26-30 25 50%
31-35 5 10%
36-40 9 18%
41-45 3 6%
46-50 3 6%
Specialization
Grade 1 5 10% 4
Grade 2 4 8% 5
Grade 3 5 10% 4
Grade 4 11 22% 3
Grade 5 12 24% 2
Grade 6 13 26% 1
School
Imagi Mind Academy Inc. 6 12% 4
La Verne Academy Inc. 10 20% 3
St Odilard School 5 10% 5
Maranatha Christian Academy 14 28% 2
(CVSU)
Indang, Cavite
Benefits of Working from Home Arrangement among Elementary Private School Teachers
in Selected Private School in Imus, Cavite.
Table 2 shows the data about the benefits of Working from Home Arrangement
among Elementary Private School Teachers in Selected Private School in Imus, Cavite in
terms of working hours spent by teachers in a day.
Working Hours Spent by teachers in a Day. Most of the teachers working from
home spent five hours of working hours which is sixty percent of the total respondents while
the remaining forty percent spent six to seven of working hours.
Comfortability of Working from Home. Most of the teachers were comfortable
working from home. Ninety percent of them said agreed while only ten percent disagree.
Less Expenses. Majority of the respondents said they save money while working
from home. Ninety percent of them stated they save more money while ten percent said they
didn’t.
(CVSU)
Indang, Cavite
Table 2. Benefits of Working from Home Arrangement among Elementary Private

Frequency Percentage
Benefits Rank
(n=50) %
Working Hours Spent by teachers in a Day
5 Hours 30 60% 1
6-7 Hours 20 40% 2
Comfortability of Working from Home
Agree 45 90% 1
Disagree 5 10% 2
Less Expenses
Agree 45 90% 1
Disagree 5 10% 2
Challenges of Working from Home Arrangement among Elementary Private School
Teachers in Selected Private School in Imus, Cavite.
Most of the participants find preparing learning materials, checking outputs submitted
by their students is very time consuming and exhausting. Moreover, some of them experienced
working environment, controlling student’s discipline and self-confidence on teaching online a
setback on a work from home arrangement.

(CVSU)
Indang, Cavite
Table 3. Challenges of Working from Home Arrangement among Elementary Private

Challenges Mean Verbal Interpretation

Preparing Learning Materials 3.00 Always
Checking Outputs 2.70 Always
Working Environment 2.30 Sometimes
Student's Discipline 1.80 Sometimes
Self-Confidence 1.40 Never

*Legend: 1.00-1.55 - Never
1.56-2.55 - Sometimes
2.56-3.00 - Always
Arrangement of Working from Home Arrangement among Elementary Private School

Teachers in Selected Private School in Imus, Cavite.
a. Learning Materials. Majority of the respondents utilizes PowerPoint presentation as
the modality of their teaching followed by the assistance of books and e-book.
Furthermore, uses of Learning Management System (LMS) were very limited.

(CVSU)
Indang, Cavite
Table 4a. Learning Materials
Frequency
Learning Materials Rank
(n=50)
PowerPoint Presentation 50 1
Books 30 2
E-Book 30 2
LMS 20 3
b. Platform. Generally, use of Zoom and Facebook Messenger are common to all
respondents. Whereas, very few of them stated that they use Google Classroom and
Google Meet as their teaching platform.
Table 4b. Platform
Frequency
Platform Rank
(n=50)
Zoom 50 1
Facebook Messenger 40 1
Google Classroom 20 2
Google Meet 20 2
Realization and Analyzes
School management realizes that sending teachers to work at their own pace can save
expenditures of the organization including electrical and water usage due to limited staffs
or personnel ta the school, the organization minimize the manpower including security
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Indang, Cavite
guards, school bus drivers, and school cleaners.
Table 5. Realization and Analyzes
Frequency
Realization and Analyzes Rank
(n=50)
Saves Water and Electricity Expenses 50 1
Saves Manpower Expenses 50 1
Cost Cutting of School Supplies 20 2
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary
The study sought to determine the following: (a) the demographic profile Working
from Home Arrangement among Elementary Private School Teachers in Selected Private
School in Imus, Cavite; (b) the benefits of Work From Home Arrangement Working from
(CVSU)
Indang, Cavite
Home Arrangement among Elementary Private School Teachers in Selected Private School in
Imus, Cavite; (c) the challenges Working from Home Arrangement among Elementary Private
School Teachers in Selected Private School in Imus, Cavite; (d) and the arrangement Working
from Home Arrangement among Elementary Private School Teachers in Selected Private
School in Imus, Cavite.
The respondents of the study were composed of 50 Working from Home Arrangement
among Elementary Private School Teachers in Selected Private School in Imus, Cavite. The
researcher used a survey questionnaire as the main data gathering instrument in identifying and
collecting the data of the participants. Data on demographic profile, benefits, challenges and
arrangement were analyzed using descriptive statistical tools such as frequency counts,
percentage, mean and ranges.
Findings revealed that most of the Working from Home Arrangement among
Elementary Private School Teachers in Selected Private School in Imus, Cavite was female,
26-30 years of age, teaching in Grade 6, and from La Trinidad Academy. Majority of the
participants are working 5 hours a day, comfortable on working from home, and saves more
money from a work from home arrangement. Almost all of them suffer from a dilemma of
preparing learning materials and checking the outputs of their students. Participants
perceived the academic challenges to be experienced as “sometimes”. All of the participants
are utilizing Zoom and PowerPoint presentation as their mutual means for teaching.
(CVSU)
Indang, Cavite
Conclusion
Based on the results of the study the following conclusions were drawn:
1. Demographic profile
a.) Majority of the respondents are females with a frequency of 37 or 74% and, 13 or 26% are
males.
b.) Majority of the teacher-respondents are in the bracket of 26-30 years old with a frequency
of 25 or 50% each, while 36-40 year old with frequency of 9 or 18 % of the respondents are
in the age bracket of 46-50 and 56-60 years with frequency of both 3 or 6%old.while both age
bracket 20-25 and 31-35 has same number of frequency which is 5 or 10%
c.) Majority of the teacher-respondents are from La Trinidad Academy with frequency of 15
or 30% followed by Maranatha Christian Academy with frequency of 14 or 28% next is La
Verne Academy Inc. with frequency of 10 or 20% then Imagi Mind Academy Inc. with
frequency of 6 or 12% and lastly is St. Odilard School with frequency of 5 or 10%.
2. All statements are stated with lived experiences of working from home arrangement of
elementary teachers in selected areas of Cavite.
3. The respondents revealed that “ most beneficial for them is they can save more money and
comfortable working from home since they can manage their time and productive in their
own pace and less supervision of school heads with frequency of 45 or 90% and some others
are 5 or 10%.
4. The teacher respondents also revealed that the biggest challenge for them is preparing online
learning materials with a frequency of 50 or ranked 1 followed by difficulty of checking
outputs of learner with frequency of 35 or ranked 2.

(CVSU)
Indang, Cavite
5. The teacher respondents also revealed that most of them use PowerPoint presentation as
mode of delivery of learning with frequency of 50 or ranked 1.
6. Teacher respondents revealed that working arrangement is mostly blended or hybrid approach
with frequency of 30 or 60% and pure online is frequency of 20 or 40%.
7. Organizations realized from their employee who are working from home that they can save
electricity , water expenses , and manpower with frequency of 50 or 100% or ranked 1.
Recommendation
Working from home is an independent endeavor, school should equip teachers with globally
competitive training to attain full potential and well developed pedagogue with the support of the
government.
(CVSU)
Indang, Cavite
APPENDICES
Appendix 1. Statistical Data
1. Preparing Learning Materials
Frequency Total
Responses Values n=50 (Value*Frequency)
Never 1 0 0
Sometimes 2 0 0
Always 3 50 50
Sum 150
Mean 3.00
Interpretation Always
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2. Checking Outputs
Frequency Total
Never 1 0 0
Sometimes 2 15 30
Always 3 35 105
Sum 135
Mean 2.70
Interpretation Always
3. Working Environment
Frequency Total
Never 1 10 10
Sometimes 2 15 30
Always 3 25 75
Sum 115
Mean 2.30
Interpretation Sometimes
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4. Student’s Discipline
Frequency Total
Never 1 25 25
Sometimes 2 10 20
Always 3 15 45
Sum 80
Mean 1.80
Interpretation Sometimes
5. Self-Confidence
Frequency Total
Never 1 35 35
Sometimes 2 10 20
Always 3 5 15
Sum 70
Mean 1.40
Interpretation Never
Value Allocation Interpretation
1.00-1.55 Never
1.56-2.55 Sometimes
2.56-3.00 Always
Appendix 2. Survey Questionnaires

(CVSU)
Indang, Cavite
Benefits and Challenges of Working From Home arrangement among Elementary Private
Date: ______________
I. DEMOGRAPHIC PROFILE
Name (Optional): ______________________________ Age: ____ Sex: ___ (M) ___ (F)
Position: _____________________
Major: _____________________

School:____ Imagi Mind Academy
____ Lavern Academy Inc.
____ St. Odilard School
____ Maranatha Christian Academy
____ La Trinidad Academy
II. Benefits of Working from Home
1. How many hours do you work at home as a teacher?
____ 5 hours a day

____ 6-7 hours a day
____ 8-10 hours a day
2. Can you multitask while having online class?
________________________________________________________________________
3. Did your school allow you to bring their school equipment home?
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________________________________________________________________________
4. Are you comfortable working at home?
________________________________________________________________________
5. Do you save more money when you are working at home?
________________________________________________________________________
6. What other benefits you experienced working at home?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
III. Challenges of Working at Home as a Teacher
Never Sometimes Always

1
2 3
_______1. Do you experience difficulty of Preparing Learning Materials?
_______2.Is Checking Outputs of students manageable?
_______3.Is your Working Environment conducive for learning?
_______4. Can you manage your Student’s Discipline and behavior during online class?
_______5. Is your Self-Confidence fit to the current working arrangement situation/
IV. Work from Home Arrangement
1. What learning materials do you use to teach online?

____Powerpoint Presentation
____LMS
____Book
____E-book
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Indang, Cavite
____others please specify
2. What platform do you use in teaching online?

____Zoom
____Google Meet
____Google Class
____Facebook
____Others please specify
3. Does your school observe working hours?
____________________________________________________________________
4. Are teachers being monitored by the school coordinator?
____________________________________________________________________
5. If you are given a chance to work from home or school setting, which do you prefer?
____________________________________________________________________
6. Does your school continually pay you even if you can’t report online?
____________________________________________________________________
V. Realization and Analyzes
1. Does the school saves water and electricity expenses on a work from home
arrangement?
____________________________________________________________________
2. Did cost cutting of school supplies materialize on the said arrangement?
____________________________________________________________________
3. Does your organization save manpower expenses on same work setting? (Security
Guards, Janitors, and other support staff).
(CVSU)
Indang, Cavite
____________________________________________________________________

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Republic of the Philippines

CAVITE STATE UNIVERSITY

OFFICE OF THE GRADUATE STUDIES / OPEN LEARNING COLLEGE

Maria Luisa S. Papica

Master of Arts Education major in Educational Management

Dr. Lina C. Abogadie

Ethical Dimension of Management

OFFICE OF THE GRADUATE STUDIES / OPEN LEARNING COLLEGE

OFFICE OF THE GRADUATE STUDIES / OPEN LEARNING COLLEGE

Objectives of the Study

arrangement of teachers in selected areas of Imus , Cavite.

Specifically, the study aims to:

1. To determine the demographic profile of working from home arrangement of teachers in

Our research contributes to a broad agenda in economics trying to understand determinants of

those aimed at eliciting employee participation in continuous improvement, and on

OFFICE OF THE GRADUATE STUDIES / OPEN LEARNING COLLEGE

OFFICE OF THE GRADUATE STUDIES / OPEN LEARNING COLLEGE

prevalent than before the pandemic.

associated with a shift to WFH.

OFFICE OF THE GRADUATE STUDIES / OPEN LEARNING COLLEGE

more productive workers prefer to be at the office.

generalize from their findings.

OFFICE OF THE GRADUATE STUDIES / OPEN LEARNING COLLEGE

these jobs do not require significant collaboration and coordination.

Research design refers to making decisions with regards to specific methods

OFFICE OF THE GRADUATE STUDIES / OPEN LEARNING COLLEGE

Participants of the Study

opinions provided by the participants.

Academy, La Trinidad Academy.

finish the survey.

OFFICE OF THE GRADUATE STUDIES / OPEN LEARNING COLLEGE

learning session, salary arrangement.

OFFICE OF THE GRADUATE STUDIES / OPEN LEARNING COLLEGE

called as average score. The formula for the mean is:

RESULT AND DISCUSSION

OFFICE OF THE GRADUATE STUDIES / OPEN LEARNING COLLEGE

public schools of Tanza, Cavite.

Demographic Profile of Work From Home Arrangement of Teachers in Elementary in

Selected Areas of Imus , Cavite.

Table 1 shows the data on demographic characteristics of Working From Home

specialization and school.

OFFICE OF THE GRADUATE STUDIES / OPEN LEARNING COLLEGE

OFFICE OF THE GRADUATE STUDIES / OPEN LEARNING COLLEGE

Table 1. Demographic Profile of Working from Home Arrangement among

OFFICE OF THE GRADUATE STUDIES / OPEN LEARNING COLLEGE

terms of working hours spent by teachers in a day.

the remaining forty percent spent six to seven of working hours.

Comfortability of Working from Home. Most of the teachers were comfortable

OFFICE OF THE GRADUATE STUDIES / OPEN LEARNING COLLEGE

Table 2. Benefits of Working from Home Arrangement among Elementary Private

working environment, controlling student’s discipline and self-confidence on teaching online a

setback on a work from home arrangement.

OFFICE OF THE GRADUATE STUDIES / OPEN LEARNING COLLEGE

Table 3. Challenges of Working from Home Arrangement among Elementary Private

Challenges Mean Verbal Interpretation

Checking Outputs 2.70 Always

Working Environment 2.30 Sometimes

Student's Discipline 1.80 Sometimes

Self-Confidence 1.40 Never

Arrangement of Working from Home Arrangement among Elementary Private School

a. Learning Materials. Majority of the respondents utilizes PowerPoint presentation as

Furthermore, uses of Learning Management System (LMS) were very limited.