1

Chapter I

INTRODUCTION

Teachers’ Mobility as a part of labor in general means shifting of labor into

and out of an organization. It is also defined as the movement of teachers in and out

of the schools. This movement is a handicap for schools’ academic performance

because it leads to the reduction in skill and efficiency in the industry including

schools. Theoretically, turnover could be either problematic or beneficial for students.

Turnover changes the composition of the teachers at the school and depending on

whether the new teachers are higher or lower quality than the teachers who left, the

overall ‘compositional’ effect of turnover on student learning could be either positive

or negative (Ronfeldt, 2019).

Turnover, likewise, may have a broader organizational influence that reaches

beyond leaving teachers, replacement teachers, and their students. Where turnover

is considered to have a disruptive organizational influence, all members of a school

community are vulnerable, including staying teachers and their students. In such

disruptive accounts of turnover, even when leaving teachers are equally as effective

as those who replace them, turnover can still impact students’ achievement.

Researchers and policy makers often assume that teacher turnover harms

student learning. There are reasons to think it would, as institutional memory is lost,

and resources are spent on the hiring process. On the other hand, the organizational

management literature has demonstrated that some turnover may, in fact, be

beneficial. Turnover, for example, can result in better person-job matches and

infusion of new ideas into organization. To this point, Jackson (2018) demonstrates

that poor person-job matches predict migration and that teachers tend to be more

productive in their new schools.

 2

A substantial research base provides evidence that staff cohesion and

community are related to student engagement and achievement. According to Bryk

and Schneider (2020), the quality of relationships and the trust between teachers,

and between teachers and students, predicts student achievement. Likewise, Little

(2015) finds “patterned norms” of interaction among colleagues that also predict

student achievement. When teachers leave schools, previously held relationships

and relational patterns are altered. To the degree that turnover disrupts the formation

and maintenance of staff cohesion and community, it may also affect student

achievement. Guin (2020) shows that teacher turnover indeed has a negative effect

on faculty interactions and school climate.

Likewise, a recent study by Hanselman et al. (2021) indicates that teacher

and principal turnover has a disruptive effect on the “development and maintenance

of social resources” including staff collegiality, community, and trust - in a school.

Moreover, these authors find the impact of turnover to be initially detrimental to “high

resource” schools and initially beneficial to “low resource” schools. In other words,

the disruptive influence of turnover can have either positive or negative effects

depending upon a school’s initial conditions. School instructional program coherence

has also been shown to predict student achievement (Newman et al., 2021). Since

staff turnover presents significant challenges to the successful and coherent

implementation of such instructional programs (Guin, 2020), it also may harm student

achievement. With leaving teachers goes organizational knowledge important to the

effective implementation of such programs. Moreover, newly hired teachers initially

lack essential knowledge and skills to implement an unfamiliar instructional program,

so must be brought up to speed before institutional progress can be made. The result

in settings with persistent turnover then is that schools are continuously starting over

rather than making progress on their programmatic agenda.

 3

Furthermore, turnover may impact student achievement beyond the relative

effectiveness of those who stay as compared to those who leave. When teachers

leave schools, for example, previously held relationships and collaborations are lost,

and new ones form. Bryk & Schneider (2020) argue that the quality of relationships

(trust) between teachers, and between teachers and students, is related to student

achievement. To the degree that turnover disrupts the formation or maintenance of

these relationships, it may also harm student achievement. On the other hand,

turnover may result in the infusion of new ideas into the organization which might

help raise student achievement.

Although it is important to consider and study the separate mechanisms by

which turnover may impact student achievement – relational trust, infusion of new

ideas, changes in average teacher effectiveness - we still know very little about the

overall effect of attrition on students. Guin (2020) studied 66 elementary schools in a

large urban district to look at relationships between school-level turnover and the

proportion of students meeting standards on statewide assessments in reading and

math. Pearson correlations were significant and negative, demonstrating that schools

with higher turnover also had lower achievement. However, the findings are clearly

not causal as low achievement may cause teachers to leave, teachers leaving may

cause low achievement, or a third factor (e.g. poverty, crime, or poor school

leadership) may simultaneously cause both low achievement and higher turnover.

In the Schools Division of Eastern Samar, teacher turn-over is most common

among elementary schools’ especially in far flung barangays, such as elementary

schools in islands and other far remote barangays, newly hired are assigned among

these places replacing the previously assigned one.

Literatures above shows different results of teachers turn-over among schools

in big state from other countries with learners different from what we had in the

division, on the basis of which, the researcher decided to conduct study on the
 4

effect DepEd teachers’ localization mobility policy and academic performance of

elementary school pupils.

Statement of the Problem

This study aimed to determine the relationship of DepEd teachers’ localization

mobility factors and academic performance of elementary school pupils in the

selected schools from the Southern Municipalities of Eastern Samar.

Specifically, this hoped to answer the following questions:

1. What are the teachers’ localization mobility factors in term of :

1.1. Psychological stability

1.2. Financial stability

1.3. Effectiveness

1.4. Efficiency

1.5. Welfare?

2. What is the level of academic performance of elementary pupils?

3. Is there a significant relationship between and among teacher’s localization

mobility factors and academic performance of elementary pupils?

Significance of the Study

The outcome of this study contributed and added knowledge to the following

individuals.

To the Teachers. That our major responsibility is to provide the best

education to our learners, hence wherever we are assigned we have to observe

at most honesty and will do all our best to provide the best education to our

learners.
 5

To the Researchers. Outcome of this study is a great help to future

researcher. In such a way that findings may serve as an additional reference to their

future studies.

To the Principals and School Heads. That they should provide contingency

programs for immediate trainings on newly assigned teachers to their schools

especially the newly hired one.

To the Schools Division Superintendent. As the division head, that they

may formulate and support trainings focusing on contingency planning especially on

teachers’ replacement.

Scope and Delimitation of the Study

This study focused on the relationship of DepEd teachers’ localization

mobility factors and academic performance of elementary school pupils in the

selected schools from the Southern Municipalities of Eastern Samar. This study

was limited to teachers handling grade six classes with permanent teaching position

for the calendar year 2023. Factors affecting teachers’ mobility will be categorized

as Very High, High, Moderate, poor and very poor. The method that was used in

this study was descriptive correlational survey wherein questionnaires was utilized

and distributed in order to collect data from the respondents.

Definition of Terms

The following terms were defined conceptually and operationally for clear and easy

understanding of this study.

Efficiency. is a level of performance that uses the lowest amount of inputs to

create the greatest amount of outputs (www.investopedia.com, 2023). In this study,

this refers to the performing of the task assigned without wasting of the resources

available.
 6

Effectiveness. the degree to which something is successful in producing a

desired result (Oxford dictionary, 2023). Operationally, this refers to the successful

use of pedagogical approaches in carrying out the objective/s set on a particular

lesson.

Psychological stability. the state in which the individual can perceive the

various aspects facing him and then link these aspects with his motives, experiences,

and previous experiences of success and failure that help him to determine the type

and nature of the response that conforms to the requirements of the current situation

and allows him to adapt his response appropriately” (Habash, 2018)

Financial stability. as a condition in which the financial system – which

comprises financial intermediaries, markets and market infrastructures – is capable

of withstanding shocks and the unravelling of financial imbalances

(www.ecb.europa.eu, 2023). In this study this refers to sufficiency of the source of

income and the stability of finances of the teachers respondents.

Teachers Mobility. change in teachers from one year to the next in a

particular school setting”, often described as a revolving door in the teaching

profession (Sorenson & Ladd, 2018). In this study, this has something to do with the

movement and replacement of teachers specially in the far-flung barangays including

islands.

Welfare. is the state of doing well especially in respect to good fortune,

happiness, well-being, or prosperity (www.merriam-webster.com, 2023).

Operationally, this refers to the safety and security as well as the well- being of the

teachers affected of DepEd teachers mobility program.

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CHAPTER II

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter highlighted the review of related literature and studies that will

serve as a framework for understanding the study. This will also give information on

the theoretical, conceptual as well as the hypothesis to be tested in this study.

A. Related Literature

General Overview on Teachers’ Turnover

There are many factors that hinder teachers’ job satisfaction and motivation in

their working stations. These factors result to teachers’ turnover. Some of them are

demographic, socio-economic and socio-political factors. Haldar (2018) stated that a

person to stay with an organization or leave, depends on the level of satisfaction

derives from the work place. Hughes, Robert, and Gordon (2018) quoted reasons

behind a person leaving an organization as limited recognition and praise,

compensation, limited authority or low rate of promotion and personality conflicts.

Also, achievement, possibility of growth, advancement, salary, interpersonal

relation, technical supervision, responsibilities, company policy and administration,

working conditions and work itself, factors in personal life, status and job security are

other factors for job satisfaction. Spector (2018) identified nine facets of job

satisfaction, namely pay, promotion, supervision, fringe benefits, contingent rewards,

operating procedure, co-workers, nature of work and communication. Herzberg,

Mausner, Peterson, and Capwell, as cited by Rodfeldt (2019) listed ten intrinsic

aspects of job satisfaction. These are supervision, working conditions, wages,

 8

opportunity for advancement, security, company and management, social aspects of

the job, communication and benefits in which justified that there is a high positive

correlation between job satisfaction and performance.On the other hand, Gupta

(2019) explained that job satisfaction is a combination of psychological,physiological

and environmental circumstance that can cause a person to be satisfied. The level of

job satisfaction seems to have some relation with aspects of work behaviour such as

accident, absenteeism, turnover and low productivity. In most cases less satisfied

employees are more likely to quit the jobs than more satisfied employees. Other

researchers like Bhattacharyya (2019) have also found that individuals have inherent

psychological needs with respect to three key areas of their working lives. These are

autonomy, competence and relatedness. Autonomy is a person’s drive to retain a

sense of agency regarding her or his actions. Competence is a desire to be good at

what we value, and relatedness is the impulse to develop meaningful connections

with others. People are strongly motivated to satisfy these needs. If they are not

fulfilled, they are likely therefore to become dissatisfied with their jobs and thus de-

motivated, that leads to the search of other opportunities. Motivation starts with a

physiological or psychological deficiency or need that activates behaviour. It is

behavioural syndrome, which develops when there is a perceived incongruence in

employees’ needs and expectations (Bhattacharyya, 2019). Work motivation refers to

the psychological processes that influence individual behaviour with respect to the

attainment of workplace goals and tasks. However, measuring the determinants and

consequences of work motivation is complex because these psychological processes

are not directly observable and there are numerous organizational and environmental

obstacles that can affect goal attainment as mentioned in the study of Ronfeldt

(2018) developed the motivation-hygiene theory. The theory is based on a two-

dimension paradigm of factors affecting people’s attitudes about work. Factors such

as interpersonal relations, working conditions and pay are hygiene factors which

affect the behaviour of teachers. On the other hand, he suggested five types of
 9

motivators which determine job satisfaction. These are achievement, recognition, the

work itself, responsibility and advancement. Motivators are associated with long-term

positive impacts on job performance while hygiene factors only tend to produce

short-term changes in job attitudes and motivation, which quickly fall back to their

previous level. Locke (2015) argued that employee motivation and promotion are

likely to be enhanced if work goals are specific, challenging, formed through

employee participation and reinforced by feedback. These arguments raise important

issues for educational systems in developing countries, in which teachers are often

left to guess at what their professional goals should be, or have goals imposed on

them without consideration of their views. Even where goals have been specified,

feedback to teachers may be limited by infrequent contact with supervisors. Spear,

Gould and Lee (2020) highlighted the wide range of factors that influence teacher job

satisfaction and motivation in the United Kingdom. The main factor found to

contribute to job satisfaction of teachers is working with children whereas job

dissatisfaction was primarily attributed to work overload, poor pay, and perceptions of

how teachers are viewed by society. There is a wide range of views about teacher

motivation in Africa and South Asia. Most of which are specific to a particular country.

However, there appear to be mounting concerns that unacceptably high proportions

of teachers working in public school systems in many low income developing

countries (LIDCs) are poorly motivated due to a combination of low morale and job

satisfaction, poor incentives and inadequate controls. For example, the 2000

Education for All (EFA) Country Assessment for Pakistan noted that poor teacher

motivation is a ‘colossal/huge problem’, which is seriously compounded by political

interference. The Voluntary Service Overseas (VSO) report on valuing teachers

concludes that a potential crisis in the teaching profession threatens the ability of

national government to reach internationally agreed targets to expand and improve

education. In many developing countries, the teaching force is demoralized and

fractured (VSO, 2018). This was reported from four case studies, Tanzania, Malawi,
 10

Zambia and Papua New Guinea. The study focused on four factors which are

conditions of employment of teachers, their situation as educators, their relationship

with the local community and their voice in educational policy. Other problems

included delayed payment of salaries, housing shortages, insufficient upgrading

opportunities, lack of learning materials, a decline of inspectorate services and

insufficient involvement of teachers’ representatives in policy making. The report by

the Global Campaign for Education (GCE) explains that in five years since the

Education for All goals were restated at Dakar, improving teacher motivation has still

not been sufficiently prioritized as a major concern of national or international policy

makers. As a result, teacher motivation and morale remained in a chronic state of

decline. The main reasons for this decline are large class sizes, erosion in the quality

of teacher training, the employment of Para-teachers, and other cost cutting

measures such as multiple shifts and poor pay (GCE, 2015)

Demographic factors mean personal factors including age, sex, level of

education and experience. Some research studies, including Gupta (2019) explained

these demographic variables. It is revealed that there is a positive correlation

between age and job satisfaction. Workers in the advanced age group tend to

become more satisfied probably because they have adjusted with their job

conditions. However there is a sharp decline after a point perhaps because an

individual aspires for better and prestigious jobs in the later years of his life and

hence become dissatisfied with the prior position. In case of gender, women are less

satisfied than men due to fewer job opportunities for females. But female workers

may be more satisfied due to their lower occupational aspiration. On the other hand,

more educated teachers tend to be less satisfied with their jobs probably due to their

higher job aspirations. Also, job satisfaction increases with increasing years of

experience. But it may decrease after more than twenty years of experience

particularly among people who have not realized their job expectations.
 11

The degree to which teachers are properly accountable to their children, the

parents, their heads of schools, the district and national level managers has a

powerful influence on teacher motivation levels. In many areas there is poor

accountability that leads to movement of teachers from the allocated centers. In

South Asia the accountability culture is very weak. The politicization of the teaching

profession is perhaps the single most important reason for low teacher accountability,

and it affects nearly all aspects of job motivation including recruitment, deployment,

promotion, and management control. The higher level of accountability of non-formal

community schools to parents and the host communities are key reasons for their

success. Communities have a sense of ownerships of their schools, which is largely

lacking in government schools. However, these schools account for only a small

share of total enrolments (Bennell, 2016). Notwithstanding that, but also teachers’

accountability to school managements and to parents and the community has not

been increased. This is particularly the case at government primary and secondary

schools in Tanzania and in most of South Asia where very limited teachers and

schools accountability seriously undermine the provision of quality basic education.

The policy environment for Universal Primary Education (UPE) is the single

most important education goal in nearly all low-income developing countries.

However, the pursuit of this goal has both positive and negative impacts towards

teacher motivation. Efforts to attain UPE goals are usually accompanied by much

increase in resource from the support of international donor partners. But in Sub-

Saharan countries, including Tanzania, teachers are demoralized, especially when

teacher recruitment does not keep pace with rapidly increasing enrolments.

Workloads and class sizes have increased appreciably in many countries as a direct

result of the UPE policy. Teachers and teacher unions complain that most of the

additional resources are being used to increase enrolment capacity and education

quality without directly addressing the professional needs of teachers thus it

increases the teachers’ turnover. The weak correlation between school enrolments
 12

and the numbers of teachers employed in each school is the most obvious indicator

of poor deployment. Variations in pupil-teacher ratios between schools are typically

very large in most countries. Many countries have resorted to employing non-

qualified or under qualified teachers. This approach raises serious problems, since in

a long-term perspective this will be detrimental to the education system as a whole.

Quality will decline reducing teachers’ status and peoples’ belief in education system.

In turn this will drive away valuable candidates to the profession, leading them

towards more attractive sectors. In Tanzania, for example, both Primary Education

Development Plan (PEDP) and Secondary Education Development Plan (SEDP)

have dramatically increased enrolments. According to Babyegeya (2020) some

schools have more than enough qualified teachers while some have insufficient.

Rural schools are resourced poorly in comparison to urban schools. The difference in

resourcing is also observed in schools located in urban areas. Even in urban areas

schools differ in locations and working environments. Some of them are well

equipped while others not. Availability of social services attracts teachers to get in

rather than getting out.

The living condition of teachers is worsened by lack of appropriate

accommodation to live in and walking long distance which sometimes cause

absenteeism, lateness and turnover. These physical environments of schools are not

attractive. Babyegeya (2020) explained that class sizes in many countries are very

large. Although the average Pupil-Teacher Ratio (PTR) at secondary school level in

Tanzania is 20:1. The class sizes vary from school to school depending on the

location of the school, the sufficiency of classrooms and the number of teachers.

Schools with enough teachers especially in urban areas, have relatively low PTR and

subsequently small class sizes. In other schools because of few classrooms, several

streams of the same class are combined to form one class which is very large and

results to ineffective teaching and learning processes. Very large class sizes are the
 13

norm for most teachers in all the case study countries. In countries such as India and

Pakistan, rural schools typically have just one or two teachers (Mulkeen, 2015).

Conflict and security, war, insurgency and insecurity have a major impact on

teacher motivation and commitment. In some countries such as Sierra Leone, Nepal

and Tanzania there are cross cutting conflicts which results to teachers’ instability in

their specific working stations. Lack of secure and safe school compounds is also a

widespread concern, especially in urban schools in Africa Ronfeldt (2019). Certain

stability in the job ensures future income and the employee is motivated by the

consideration of job security. Haldar (2018) suggested that coercive type of

supervision or control may give an employee a feeling that he/she is not being

trusted. When this feeling persists for a long time it is quite likely to cause de

motivation and erode his/her interest in the work. If supervision is too coercive, the

morale of the worker may be affected hence mistrust crops up. Consideration

supervision tends to improve job satisfaction of workers. A considerate supervisor

takes interest in his subordinates and allows them to participate in the decision

making process. However authoritarian people may be more satisfied under the

supervision of high status and strongly directive leaders (Gupta, 2019). Employee

satisfaction from supervisory behaviour depends upon the influence which the

supervisor exercises on his own superior. The indications of de motivation at work

place includes low output and productivity, frustration and unrest in the work place,

deviant and violent behaviour at or outside the work place, frequent confrontations or

arguments within supervisors and managers, non cooperation, strike, abusive and

violent demonstrations and finally increasing of absenteeism among workers and

excessive turnover (Haldar, 2018). Frustration is the most common manifestation of

de motivation. Whenever it develops a worker will either seek a better job elsewhere

if he/she can or will develop a sense of apathy towards the organization and his /her

work so that he/she would do as little as possible.

Academic Performance
 14

One of the challenges facing government secondary schools is to achieve

academic excellence. This academic performance is associated with many factors.

However teachers’ turnover has been considered as the main factor. A major

perception of developed countries on school effectiveness is that achieving better

learning outcomes depends fundamentally on improvements in teaching. Although

there are many other factors that affect learning outcomes, teaching is the main

school-level determinant of school performance. Thus, ways to increase teacher

motivation and capabilities are central to any systematic attempt to improve learning

outcomes. A considerable amount of research has been conducted on what makes

the ‘effective’ teacher. Yet, the focus on policy reforms in most countries has been on

improving learning outcomes through a better allocation of resources, more

accountability, curriculum reforms and refined assessment systems, and better pre-

and in-service teacher training. However, the limited impact of many of these

interventions has forced politicians and policymakers to focus increasingly on the

needs of teachers.

Related Studies

A substantial research base provides evidence that staff cohesion and

community are related to student engagement and achievement. According to Bryk

and Schneider (2020), the quality of relationships and the trust between teachers,

and between teachers and students, predicts student achievement. Likewise, Little

(2018) finds “patterned norms” of interaction among colleagues that also predict

student achievement. When teachers leave schools, previously held relationships

and relational patterns are altered. To the degree that turnover disrupts the formation

and maintenance of staff cohesion and community, it may also affect student

achievement. Guin (2020) shows that teacher turnover indeed has a negative effect

on faculty interactions and school climate.

 15

Likewise, a recent study by Hanselman et al. (2021) indicates that teacher

and principal turnover has a disruptive effect on the “development and maintenance

of social resources” including staff collegiality, community, and trust - in a school.

Moreover, these authors find the impact of turnover to be initially detrimental to “high

resource” schools and initially beneficial to “low resource” schools. In other words,

the disruptive influence of turnover can have either positive or negative effects

depending upon a school’s initial conditions. School instructional program coherence

has also been shown to predict student achievement (Newman et al., 2021). Since

staff turnover presents significant challenges to the successful and coherent

implementation of such instructional programs (Guin, 2020), it also may harm student

achievement. With leaving teachers goes organizational knowledge important to the

effective implementation of such programs Moreover, newly hired teachers initially

lack essential knowledge and skills to implement an unfamiliar instructional program,

so must be brought up to speed before institutional progress can be made. The result

in settings with persistent turnover then is that schools are continuously starting over

rather than making progress on their programmatic agenda.

In the study of Ronfeldt, (2019) using a unique identification strategy that

employs grade-level turnover and two classes of fixed-effects models, this study

estimates the effects of teacher turnover on over 850,000 New York City 4th and 5th

grade student observations over eight years. The results indicate that students in

grade-levels with higher turnover score lower in both ELA and math and that this

effect is particularly strong in schools with more low-performing and black students.

Moreover, the results suggest that there is a disruptive effect of turnover beyond

changing the distribution in teacher quality.

Furthermore, in the study of Jeston (2018) it was that among the different

factors affecting teachers turn over it was revealed that the existence of teachers’

turnover in the study area is associated with emotional and financial stability factors
 16

and its impact was found to be the decline of academic performance among the

learners.

In light of the different literatures and studies incorporated herein this study

will be conducted to find effect of teachers turn-over on the academic performance

of grade VI pupils among elementary schools from Quinapondan to Guiuan Eastern

Samar.

Theoretical Framework

The theoretical principle where this study circulated, was on social learning

theory which suggests that social modeling and good behavior are powerful

classroom tools. If children see positive outcomes from an action such as paying

attention to the lesson, they are more likely to perform that action themselves.

Conversely, if they see negative consequences, they are likely to avoid that behavior.

Behavioral and cognitive theories of learning are integral to social learning theory. As

a comprehensive model open to a wide range of learning experiences, social

learning considers social context to understand that learning is not only behavioral,

but also a cognitive process.

Furthermore, the constructivist learning theory of Vygotsky believed that

learning is a collaborative process, and that social interaction is fundamental for

cognitive development. According to Vygotsky, students learn best when working

collaboratively with those whose proficiency level is higher than their own, allowing
 17

them to complete tasks they are not yet able to do independently, he identified these

concepts as the more knowledgeable other and the zone of proximal development.

Thus, learners fully gave their trust to their teachers, the longer the teachers are

being with them the higher the trust and the connection established by both the

teachers and the pupils. Hence, the more they will become interactive and

participative in the teaching-learning process.

Additionally, Vygotsky’s sociocultural theory emphasizes the importance of

social interaction in learning and the part that society plays in cognitive development.

He identifies the importance of teachers, parents, and peers in how and what a child

learns. The sociocultural theory highlights the fact that children will learn depending

on the characteristics of their culture and environment and the opportunities within

these.

This means that the more the learners are familiar to certain teaching strategy

the higher the achieve, ergo passing or turning over another teaching load to another

teachers means a change almost everything inside the class, especially in the

pedagogical approach of teaching-learning delivery.

Therefore, based on the theories presented the researcher investigated the

effect of teachers mobility factors on the academic performance of grade VI pupils

among schools from selected municipalities Lawa-an to Guiuan Eastern Samar.

 18

Conceptual Framework of the Study

Figure 1 was the schematic diagram of the conceptual framework of the

study. It will be composed of independent variable and dependent variable. The

factors affected by teachers’ mobility (Psychological Stability, Financial Stability,

Effectiveness, Efficiency, Welfare) was the independent while the while the Pupils

Academic Performance was the dependent variable.

 19

Factors on DepEd Teachers

Localization Mobility Policy
a. Psychological Stability
b. Financial Stability
Pupils Academic
c. Effectiveness Performance
d. Efficiency
e. Welfare
 20

Figure 1 is the Schematic Diagram Depicting the Conceptual Framework of

the study.

Research Hypotheses

This study tested the hypotheses below:

1. There is a significant relationship between and among teacher’s

localization mobility factors and academic performance of elementary

pupils.
 21

Chapter III

METHODOLOGY

This chapter revealed the methods of research to be employed by the

researcher in conducting the study which includes the research design, research

locale, respondents of the study, research instrument, Instrumentation, data

gathering procedure, measurements of the study, and analysis of data.

Research Design

This study was made possible by the means of quantitative methods of

research. In this study, the researchers used the descriptive correlation research

design. Descriptive correlation design is used in research studies that aim to provide

static pictures of situations as well as establish the relationship between different

variables (IvyPanda, 2022).

 22

In addition, the descriptive research design was involved by using the close-

ended survey questionnaire that was distributed to the respondents in order to

analyze, describe, and interpret the profile, and the effect of teachers turn over. For

this design, the researcher employed descriptive statistics, particularly the frequency,

percentage, and the mean. Second, the researcher used correlation research design,

which no variables were within the researcher’s direct control or manipulation. The

degree and/or direction of the relationship between two (or more) variables was

reflected in a correlation, which may go in either a positive or negative direction

(Bhandari, 2021). The two main variables that was the mobility factors among

elementary school teachers and pupil’s academic performance.

Research Locale

This study was be conducted in selected schools in the municipalities of

Lawa-an to Guiuan. The researcher identified this place as this are some of the

schools in the division of Eastern Samar where some of the elementary schools are

in the remote areas and has may islands.

Respondents of the Study

The respondents of the study were grade six (6) pupils from Lawa-an to

Guiuan who are officially enrolled during the curricular year 2023-2024 who were

affected by the teachers mobility program.

Sampling Procedure

In the determination of sample size, the researcher employed a mixed

probability and non-probability sampling. This was purposive sampling in which it is a

group of non-probability sampling techniques in which units are selected because

they have characteristics that you need in your sample (Nikolopoulou, 2022), and

stratified random sampling, this was also used because not all of the schools are
 23

affected by teachers mobility program. The first strata will be the determination of

schools from the district of Lawa-an to Guiuan who were affected by teachers’

mobility during the school year 2022-2023. Secondly the researcher determined the

number of pupils and teachers affected by the teachers mobility. The researcher

employed a complete enumeration of teacher respondents while for the pupil

respondent the researcher used slovin’s formula to get the samples that represented

the study. The last strata will be the determination of pupil respondents, where the

researcher used fish bowl method, wherein the name pupils was placed in a bowl

and then the researcher picked the names until the desired number of samples was

be completed.

Research Instrument

This study used a standardized questionnaire divided into two parts, Part I

focused on the demographic profile of the respondents, Part II will assessed the

factors affecting turn-over adopted and modified from the study of Ronfeldt (2017).

The assessment tool was composed of 25 statements five per aspect. The

respondents assessed themselves whether they strongly agree as the highest and

strongly disagree as the lowest from the statements provided.

The researchers used a 5-point Likert scale because it usually provides five

possible answers to a statement or question, allowing respondents to show a positive

or negative level of consent or sentiment about the question or statement.

Instrument Validation

Prior to the actual conduct of the study, the researcher conducted a dry run of

questionnaire. to determine if there was still a need to revise the questionnaires. The

instrument will be pre-tested last in November 2023. This procedure helped the

researcher to determine if there was still a need for revision of the questionnaire.
 24

Data Gathering Procedures

The respondents were the main data source for this study. For the collection

of data, the researchers made three (3) letters: an authorization letter to the School

to the School Division Superintendent permitting the researcher to conduct the study,

letter to the principal of the school, and letter to the respondents.

To ensure a hundred percent retrieval, the researcher administered the

questionnaire personally and to respond immediately if there are items in the

questionnaire that may not be clear to respondents.

The researchers ensured the confidentiality of the data sources. It was firmly

implemented that no information on the respondents and their records were illegally

be leaked to the public. All data that was gathered was used solely for the purposes

of this research.

Analysis of Data

The researchers employed the following statistical tools in this study: the

frequency counts, the percentage, the weighted mean, and the Pearson Product-

Moment Correlation Coefficient, also known as Pearson’s r, invented by the British

mathematician, Karl Pearson.

According to Manikandan (2021), frequency counts allow the researcher to

have a glance at the entire data conveniently. It shows whether the observations are

high or low and whether they are concentrated in one area or spread out across the

entire scale. On the other hand, percentage is reported when the responses have

discrete categories, which means that the responses fall in different categories (Korb,

2020). The frequency counts and percentage were used for analyzing the profile of

the respondents, the status emotional maturity and the status of work productivity of

the respondents.
 25

The weighted mean is a type of arithmetic mean, which was calculated by

multiplying each value in a data set by a weight and then adding up the results. The

weight can be thought of as a measure of the importance of each value in the data

set (Infinity Learn, 2022). The formula for the weighted mean was used in the level of

effect of teachers turn-over and academic performance.

The Pearson’s r is a statistic that is used to measure the relationship between

two different variables. Once two variables have been shown to be related, the

correlation coefficient is also utilized for evaluating the strength of the relationship

(Hartin & McCallister, 2021). The formula for the Pearson r was used in correlating

the effect of teachers turn-over and academic performance.

Measurement of Variables

To facilitate the computation of data, the following scales was used

and its corresponding interpretation to measure the variables effect of teachers turn-

over and academic performance.

In terms of Teachers Mobility, the scaling below was used:

Scale Description Interpretation

5 Always Very High

4 Often High

3 Sometimes Average

2 Rare Low

1 Never Very Low

 26

Chapter IV
RESULTS AND DISCUSSION
This chapter presented the findings as well as the tables on the study of effect

of teachers DepEd teachers localization mobility factors and academic performance

of elementary school pupils on selected schools from the District of Lawa-an to

Guiuan.

Factors on Teachers Localization Mobility

Table 1 showed the data on the factors affected by teachers’ mobility, it can

be observed in the table that from the twenty-five statements, it was statement

number 5,“ When I want to think fewer negative things, I immediately think the

positive way of doing it”, under emotional stability has the lowest mean of 3.2 that is

interpreted as outstanding, This means that this statement was less agreed by the

respondents as one of the reasons that are most affected by teachers mobility, while
 27

statement number 24 “The school is located at a safe place” has the highest mean of

3.95 with the same interpretation as outstanding. This implies that teachers feel more

secured of being transferred to other school if the school is in a safe place. From

these different factors emotional stability has the lowest total computed mean of 3.71

which is interpreted as Outstanding, while welfare has the highest computed total

mean of 3.86 with the same interpretation.

Table 1: Factors affected by Teachers Localization Mobility Program

Indicators Mean Description Interpretation
Emotional Stability
1. When I want to think more positive, I just change 3.85 Often Outstanding
what I’m thinking about.
2. I keep all my plans by myself 3.85 Often Outstanding
3. When I faced stressful situation, I make myself 3.80 Often Outstanding
think about it in a way that helps me stay calm.
4. I control what I’m thinking by not expressing 3.85 Often Outstanding
them.
5. When I want to think fewer negative things, I 3.2 Often Outstanding
immediately think the positive way of doing it.
Total 3.71 Often Outstanding
Financial Stability
6. I am starting to save for my retirement. 3.80 Often Outstanding
7. I am investing an insurance for myself and my 3.85 Often Outstanding
family.
8. If I faced financial emergency, I took loan from 3.85 Often Outstanding
banks and private lending institutes.
9. We have budget for family outing once in a 3.85 Often Outstanding
month.
10. I am the sole income provider of my family. 3.80 Often Outstanding
Total 3.83 Often Outstanding
Effectiveness
11. I present the minimum content of my subject 3.85 Often Outstanding
matter tailored to the students’ knowledge.
12. I inform the students of the competencies they 3.85 Often Outstanding
will be expected to acquire.
13. I always relate teachings to the real-world 3.8 Often Outstanding
settings.
14. I do integrate lessons across and within 3.85 Often Outstanding
curriculum learning areas.
 28

15. I facilitates student-teacher, and teacher-student 3.85 Often Outstanding

interaction.
Total 3.83 Often Outstanding
Efficiency
16. I provide clear information about the objectives, 3.85 Often Outstanding
bibliography, tutorials, content, and assessment
methods in the subject curriculum.
17. Organizes learning activities to meet the 3.85 Often Outstanding
objective for that day.
18. I efficiently incorporate & employ ICT in my 3.80 Often Outstanding
classroom discussion.
19. Uses applicable & available material resources 3.85 Often Outstanding
to facilitate learning.
20. Submits an error free school report. 3.85 Often Outstanding
Total 3.84 Often Outstanding
Welfare
21. Pupils behavior is a big problem to manage. 3.85 Often Outstanding
22. I receive little support from the parents. 3.85 Often Outstanding
23. I was satisfied with the level of job security at 3.85 Often Outstanding
school.
24. The school is located at a safe place. 3.95 Often Outstanding
25. The schools’ security policies and practices 3.80 Often Outstanding
were sufficient.
Total 3.86 Often Outstanding
Range Description Interpretation
4.45-5.0 Always Excellent
3.45-4.44 Often Outstanding
2.45-3.44 Sometimes Average
1.45-2.44 Rare Low
0.1-1.44 Never Very Low

Level of Academic Performance

Below is a table showing the level of academic performance of the learners

affected by the teacher’s mobility program of the Department of Education. Looking

into the data it can be observed that of the 171 pupil respondents, 70 or 40.94 % has

a very satisfactory academic performance, 44 or 25.73% are outstanding while 54 or

31.58 has a rating of 31.58 and 3 or 1.75% still falls under fairly satisfactory level of

academic performance, however none from the respondents obtained a rating under

did not meet expectation.

Table 2: Academic Performance of Pupils Affected by Teachers Mobility

Level of Academic Frequency Percentage

Performance

Outstanding 44 25.73 %

Very Satisfactory 70 40.94 %

Satisfactory 54 31.58 %
 29

Fairly Satisfactory 3 1.75 %

Did not meet Expectation 0 0%

Total 171 100%

Relationship Among Teacher’s Localization Mobility Factors and Academic

Performance of Elementary Pupils

The table below showed the computations of correlation value of the

relationship between teachers’ mobility and the academic performance of the

learners in the districts of Lawa-an to Guiuan. Using Pearson’s to establish the

relationship the following are the results:

Psychological or emotional stability has no significant bearing over the

academic performance of the pupils This is justified by an index of correlation of

-.099 which implies a negligible correlation correlation between the two variables and

a p- value of .679 which establish a non-significant relationship between the two

variables. Similarly, financial, and academic performance yields the same result

proved by an index of correlation of .073 and a p-value of .760. Furthermore,

efficiency, effectiveness and welfare show similar results attested by an equal

correlation coefficient of .107 which implies a negligible correlation and a p-value

of .652 which establish a non-significant relationship between the mentioned

variables. All these variables are tested at 5% level of significance.

Accordingly, with this result the alternative hypothesis set on this study which

state that “There a significant relationship between and among teacher’s localization

mobility factors and academic performance of elementary pupils is accepted. Which

means that the academic achievement of learners is affected by teachers’ mobility.

This result holds similar findings in the study of Ronfeldt, (2017) using a unique

identification strategy that employs grade-level turnover and two classes of fixed-
 30

effects models, this study estimates the effects of teacher turnover on over 850,000

New York City 4th and 5th grade student observations over eight years. The results

indicate that students in grade-levels with higher turnover score lower in both ELA

and math and that this effect is particularly strong in schools with more low-

performing and black students. Moreover, the results suggest that there is a

disruptive effect of turnover beyond changing the distribution in teacher quality.

Furthermore, another related study was the study of Jeston (2018) it was

found out that among the different factors affecting teachers turn over it was revealed

that the existence of teachers’ turnover in the study area is associated with emotional

and financial stability factors and was found to have a big impact for the decline of

academic performance among the learners.

And lastly was the study of Heck, (2019) who found out three major results of

teachers mobility programs these are: the effectiveness of successive teachers was

related to student achievement in reading and math. Second, collective teacher

effectiveness, as an organizational property of schools, was positively associated

with achievement levels. And third, the stability of the school's teaching staff and the

quality of its academic organization and teaching processes were positively related to

achievement levels.

Table 3: Relationship between Teachers Mobility and Pupils Academic Performance

Variable 1 Variables 2 Correlation Interpretation P- Interpretation
Localization Pupils Coefficient Value
Mobility Academic
Factors Performance
Psychological -.099 Negligible 0.679 Not
Correlation Significant
Financial .073 Negligible .760 Not
Correlation Significant
Efficiency .107 Negligible .652 Not
Correlation Significant
Effectiveness .107 Negligible .652 Not
Correlation Significant
 31

Welfare .107 Negligible .652 Not

Correlation Significant

Chapter V

SUMMARY CONCLUSIONS AND RECOMMENDATIONS

This chapter summarized the results of the study; this also includes the
conclusion and the proposed recommendations.

Summary

1. What are the teachers’ localization mobility factors in term of :

1.1. Psychological stability

1.2. Financial stability

1.3. Effectiveness

1.4. Efficiency

1.5. Welfare?
 32

2. What is the level of academic performance of elementary pupils?

3. Is there a significant relationship between and among teacher’s localization

mobility factors and academic performance of elementary pupils?

The data collected are statistically treated using mean for the

Factors affected by teachers’ mobility and frequency and percentage are used to
treat the academic performance of the learners, in order to determine the extent of

relationship between the variables the researcher uses Pearson’s r.

On the bases of the data and results presented and discussed the findings of

the study were the following:

Factors Affected by Teachers Mobility

From the different factors emotional stability has the lowest total computed

mean of 3.71 which is interpreted as Outstanding, while welfare has the highest

computed total mean of 3.86 with the same interpretation.

Level of Academic Performance

It was revealed that from the 171 pupil respondents, 70 or 40.94 % has a very

satisfactory academic performance, 44 or 25.73% are outstanding while 54 or 31.58

has a rating of 31.58 and 3 or 1.75% still falls under satisfactory level of academic

performance, however none from the respondents obtained a rating under did not

meet expectation.

Relationship Among Teacher’s Localization Mobility Factors and Academic

Performance of Elementary Pupils

This study found out that all the factors affected by the teacher’s mobility

program such emotional stability yields a correlation coefficient of -.099, Financial

Stability of .073, Teachers Efficiency, Effectiveness and Welfare of all equal.107

these values established a negligible correlation value between the correlated

variables. and a p-values are .679, .760, .652, .652 and .652 among the four factors
 33

respectively, this holds a non-significant value among the variables Thus at 5% level

of significance set on this study, where all p-values are greater than this level of

significance the hypothesis of the study is accepted.

Conclusions

Based on the findings of the study the following conclusions are drawn:

It was emotional stability that was agreed less affected by teachers’ mobility

supported by the lowest computed mean of 3.71 and teachers’ welfare is the most

agreed reasons on teachers’ mobility with the highest computed mean of 3.86.

Moreover, looking into the pupil’s academic performance of the affected schools of

teacher’s mobility program most pupils has a very satisfactory academic

performance, that out of 171, 70 are on this level and good to note that no pupils are

at risk of failing of none of the pupil respondents obtained a grade under “did not

meet expectation” level. Thus, correlating teachers’ mobility program to the academic

achievement of the affected pupils the computed correlation values holds a negligible

correlation, however since the resulted p-values are greater than the significance

level set on this study the hypothesis is accepted. This implies that the academic

performance of the learners is affected by the teacher’s mobility program.

Recommendations

Based on the findings and conclusion derive. The researcher would like to

recommend the following:

1. Institutionalization and strictly observance of Republic Act 8190 otherwise

known as Localization Law in the hiring of teachers especially to school

located from far flung barangays as well as from the islands and islets.

2. Provision of accommodation and safe housing to teachers assigned to places

away from their homes.

 34

3. Conduct trainings to newly hired teachers before deploying them to field

especially in the elementary levels who will be assigned to far flung

barangays as these the teachers that would replace those that will be

mobilized.

Chapter VI

REFERENCES

Babyegeya, E.B.N.K. (2020). Educational, Planning and Administration, Dar es

Salaam: The Open University of Tanzania

Bennell, P.S and Acheampon,K. (2016). Research Project Application to DFID:

Teacher motivation and incentives in low-income developing countries,
Knowledge and skills for development: Brighton

Bhattacharyya, D.K. (2019). Organizational behaviour: Concepts and applications, :

New Delhi: Oxford University Press.

Bryk, A.S. & Schneider, B. (2020). Trust in schools: A core resource for improvement.
New York: Russell Sage Foundation.

Global Campaign for Education. (2015). Teachers for all; what governments and
donors should do? Cape Town: GCE.
 35

Guin, K. (2020). Chronic teacher turnover in urban elementary schools. Educational

Evaluation and Policy Analysis,

Gupta, C.B. (2019). Human resource management, (12th ed.), New Delhi: Sultan
Chand and Sons.

Haldar, U.K. (2018). Leadership and team building, New Delhi: Oxford University

Press

Hanselman, P., Grigg, J., Bruch, S., & Gamoran, A. (2021). The consequences of
principal and teacher turnover for school social resources

Hughes, R. L., Robert, C.G., and Gordon, J.C. (2018) Leadership enhancing lessons
of experience, New Delhi: Tata Mac Graw- Hill Publishing

Jackson, K. (2018). Match quality, worker productivity, and worker mobility: Direct
evidence from teachers

Jeston, E. (2018) An Assessment of Teachers’ turnover and its impact on academic

performance in government secondary schools in mbozi district, tanzania

Little, J. W. (2018). Norms of collegiality and experimentation: Workplace conditions

of school success.

Mulkeen, A. (2015). ‘Teachers for rural schools: A challenge for Africa’, Paper
presented at the ministerial seminar on education for rural people in Africa:
Policy lessons, options, and priorities, Addis Ababa: FAO/IIEP/ADEA.

Newman, F., Smith, B., Allensworth, E., Bryk, A. S. (2021). School instructional
program coherence: Benefits and challenges.

Pestonjee, D.M. (2015). Motivation and job satisfaction, New Delhi: Macmillan.

Ronfeldt, M ( 2019) How Teachers Turn-over Harms Students Achievement”

Spear, M., Gould, K., & Lee, B. (2020). Who would be a teacher? A review of factors
motivating and de-motivating prospective and practicing teachers, London:
National Foundation for Educational Research:

Sorensen, L. C., & Ladd, H. F. (2018). The hidden costs of teacher turnover. Working
Paper No. 203-0918-1. Washington, DC: National Center for Analysis of
Longitudinal Data in Education Research (CALDER). Retrieved from
https://caldercenter.org/publications/hidden-costs-teacher-turnover

Spector, P.E. (2015). Job satisfaction survey, New Delhi: University of South Florida.

Voluntary Service Overseas (VSO) (2018). What makes teachers tick? A policy
research report on teachers’ motivation in developing countries, London:
VSO
 36

Nikolopoulou, K. (2022) What is purposive Sampling?

 37

APPENDICES
38
 39

QUESTIONNAIRE ON DepEd TEACHERS MOBILITY FACTORS

Name: (Optional)_________________________________________

Part II: DepEd Teachers Mobility Questionnaire

Direction: Please answer each statement below by checking the columns

that best reflects your degree of agreement or disagreement with each

statement. There are no wrong or right answers, answer them honestly

and carefully. Please refer to the legend below on your state of agreement
 40

or disagreement.

5-Strongly Agree

4-Agree

3-Undecided

2- Disagree

1-Strongly Disagree

Statements 5 4 3 2 1

Emotional Stability

1. When I want to think more positive, I just change what

I’m thinking about.

2. I keep all my plans by myself

3. When I faced stressful situation, I make myself think

about it in a way that helps me stay calm.

4. I control what I’m thinking by not expressing them.

5. When I want to think fewer negative things, I immediately

think the positive way of doing it.

Financial Stability

6. I am starting to save for my retirement.

7. I am investing an insurance for myself and my family.

8. If I faced financial emergency, I took loan from banks and

private lending institutes.

9. We have budget for family outing once in a month.

10. I am the sole income provider of my family.

Effectiveness

11. I present the minimum content of my subject matter

 41

tailored to the students’ knowledge.

12. I inform the students of the competencies they will be

expected to acquire.

13. I always relate teachings to the real-world settings.

14. I do integrate lessons across and within curriculum

learning areas.

15. I facilitates student-teacher, and teacher-student

interaction.

Efficiency

16. I provide clear information about the objectives,

bibliography, tutorials, content, and assessment methods in

the subject curriculum.

17. Organizes learning activities to meet the objective for

that day.

18. I efficiently incorporate & employ ICT in my classroom

discussion.

19. Uses applicable & available material resources to

facilitate learning.

20. Submits an error free school report.

Welfare

21. Pupils behavior is a big problem to manage.

22. I receive little support from the parents.

23. I was satisfied with the level of job security at school.

24. The school is located at a safe place.

25. The schools’ security policies and practices were

sufficient.
42