Economic crisis and coping strategies as related to attitude and teaching performance of elementary school teachers

Abstract

This study ascertained the relationship between economic crisis and coping strategies as related to attitude and teaching performance of elementary school teachers. the quantitative- qualitative methods of research were used with attitude and teaching performance as dependent variables, experienced economic crisis as the independent variable and coping strategy as moderator variable. The participants in the study were the 95 elementary school teachers in Buenavista I, Division of Guimaras, who were selected through stratified proportional sampling. Data were gathered through a research-made questionnaire-checklist and Performance Appraisal System for Teachers (PAST). Results were further enhanced through interview schedule and focus - group discussion (FGD) chosen through purposive sampling. The statistical tools used were frequency count, rank, mean, standard deviation and Pearson's Product Moment Coefficient of Correlation (Pearson's r). All statical computation were availed of through the Statistical Package for the Social Sciences (SPSS) software. Results revealed that the top economic crisis experienced by the teachers were limited cash and inability to buy goods, groceries. clothing, and other basic amenities. They admitted to have frequently experienced limited cash; buying only basic foods or things; making loans from private and public lending institutions; and mortgaging salary cheques and bonuses in advance to some private persons or individuals. The topmost coping strategies employed by teachers were: buying only basic foods or things for household, borrowing money from co-teachers and other private persons or entity, getting loans from private lending institutions, persons, or government financial institutions like GSIS, PAG-IBIG among others, to answer necessary expenses, loaning in advance the bonuses, monthly pay, clothing allowance and limiting the number of times of shopping, watching movie and malling together with the whole family. Teachers frequently borrowing money from co-teachers and other individuals/institutions; mortgaging salary cheque and bonuses in advance to some private persons; canceling celebration on special occasions; segregating household garbage to be sold; and limiting the number of times of shopping, and watching movies with the whole family members. The elementary school teachers also experienced economic crisis to a "moderate extent." They were much affected by the experienced economic crisis. Most of them did not engage in extra jobs to augment income due to the voluminous work they had to do. The public school teacher had a "positive attitude" towards works despite the experienced economic crisis. They were not contented/ satisfied with their salary. According to them, their salaries were not congruent to or competitive with other professions of equal or less education and their status of work. Nevertheless, the performance of teachers was found "very satisfactory." Teachers were affected by such financial crisis. However, despite their experienced economic crisis, as major agent for change, they performed their best for the improvement of quality education. No so significant relationships existed between coping strategies and teaching performance, and attitude towards work of elementary school teachers.