THE STRESS AND SUCCESS OF TEACHERS WITH

MULTIPLE ANCILLARY SERVICES IN SALIDUCON ELEMENTARY SCHOOL

A Basic Research
Presented to the
Schools Division Research Committee

REYNALDO C. BARRO
TEACHER-III
LEAH MEA B. SONGCOG
TEACHER-II

Saliducon Elementary School

Anastacio G. Canda Elementary School
DIVISION OF DAVAO DEL SUR

February, 2023
 APPROVAL SHEET

This Basic Research Proposal entitled “THE STRESS AND SUCCESS OF

TEACHERS WITH MULTIPLE ANCILLARY SERVICES IN SALIDUCON ELEMENTARY
SCHOOL” is prepared and submitted by REYNALDO C. BARRO, LPT, MTE and
LEAH MEA B. SONGCOG,LPT has been examined and is, hereby, recommended
for the corresponding examination, approval and acceptance by the District
Research Committee.

RANE A. GEMPEROSO ALMA B. PEJO

School Head School Head

DISTRICT RESEARCH COMMITTEE

This Basic Research Proposal has been reviewed, evaluated and

recommended for implementation.

MAURICE DENCE B. BACALING VERLITO G. FLORENTINO

Member, District Research Committee Member, District Research Committee

LEONILA D. BERDIN ALMA B. PEJO

Member, District Research Committee Member, District Research Committee

HAZEL V. LUNA, Ph.D

Chair, Public Schools District Supervisor

SCHOOL’S DIVISION RESEARCH COMMITTEE

Recommending Approval: KIRK SONNY GIL P. HERUELA, PhD

Schools Division Research Coordinator

Approved: JANETTE G. VELOSO, Ed.D

OIC, Assistant Schools Division Superintendent
 I.ABSTRACT

This qualitative-narratological inquiry explored the experiences of Seven (7)

Saliducon Elementary School teachers with multiple ancillary functions. Through in-

depth interview and focus group discussions, several themes emerged, such as:

perseverance, determination, endurance, and risk-taking. Most of the teacher-

participants gained positively from their experiences which challenged them to aspire

for more self-advancement. Proper planning and time management helped teachers

to improve their work performance. Imperative to planning is prioritization of the most

important tasks and of the most urgent and most needed school reports. A positive

mindset helped them realize that the performing ancillary functions was an

opportunity for them to grow and improve professionally. With the work-demand at

hand, the teachers also expect support from the school head, colleagues, friends,

and families. Nevertheless, they also realized that work commitment and dedication

helped them embrace whatever tasks and responsibilities are assigned and

delegated to them.

Keywords: phenomenology, multiple ancillary services

 II. ACKNOWLEDGEMENT

The researchers of this study would like to express their heartfelt gratitude to

the following persons who give their best support, effort and compassion that makes

the researchers grow and have courage to finish his research study.

Almighty God, the creator and the one who sustains everything seen or

unseen; the one in whom all creatures will give their account in the day of making a

research study; to Him, the researchers cannot, in any manner or form, will be able

to repay love, guidance and provisions he gave which made their life, and this

endeavor in particular a success. The researchers thank the creator for the gift of

calling that was given to them through their parents, for without this gift, everything is

deemed to be futile and temporary;

To HAZEL V. LUNA,Ph.D, the Public Schools District Supervisor for the

continued guidance, advice, constructive criticism, constant reminders, patience,

words of encouragement and suggestions throughout the conduct of the study;

The District Research Committee, VERLITO G. FLORENTINO,MAEM,JD,

LEONILA D. BERDIN, MAEM, ALMA PEJO, MAEM, MAURICE DENCE B.

BACALING,MAED for their constructive criticisms, comments and corrections for the

improvement of this study.

The School Head RANE A. GEMPEROSO our deepest and warmest thank

you for the moral support in continuing and completing our study.

Sincere gratitude is extended to their family for their valuable contribution to

the researcher’s personal growth during their formative years. Their love and care

helped them to be a person of principle and stability amidst life challenges. And also,

for their inspiration, though underhandedly exhibited but deeply felt, a great

appreciation is expressed by the researchers.

 III. INTRODUCTION OF THE RESEARCH

“Teaching is one of the noblest professions. It requires adequate preparation

and training, patience, devotion, and a deep sense of responsibility. Those who mold

the human mind have wrought not for time, but eternity.” -Calvin Coolidge.

The Department of Education categorizes classroom teachers into two:

teachers without ancillary function and teachers with ancillary functions, which

means that aside from being classroom teachers, they have other classroom related

functions. Some of them are designated as Grade Level Coordinators, Club

Moderators, Clinic In-Charge, School Statistician, and Canteen Manager among

others. Multiple ancillary functions of teachers often lead towards losing their

motivation, satisfaction, and competence, and even feel burn-out (Howard &

Johnson, 2004).

Zickar, Gibby, and Jenny (2014) reported that an employee is more likely to

encounter professional rivalry because you have to exert more effort to manage

multiple roles and behaviors to the different multiple ancillary functions. In the

Philippines, the Department of Education (Dep Ed) schools are facing issues on how

to meet the critical factors which bear significance in enhancing quality education.

Variables, such as overlapping tasks and co-curricular activities of teachers, are

reported as factors that hinder quality education in the country as cited by (Jackson,

Schwab, & Schuler, 2019).

However, in the study of Parham and Gordon (2011), combining multiple

ancillary functions emphasized positive impacts on an individual’s well-being.

Canadian teachers with multiple ancillary functions are reported to be less worn-out,

stress-free, have high performance in their jobs, and with lower intentions to quit

(Jamal, Baba, & Yahya, Ismail, Salleh, & Abdullah, 2015).

 Teachers are overburdened with teaching and ancillary duties such as

department head, curriculum head, program coordinator, or focal person. The

Department of Education (DepEd) categorized the teachers into classroom teachers

without ancillary functions and teachers with ancillary functions. Some teachers have

six-hour teaching days and two-hour teaching and classroom-related duties. As

stipulated in the Magna Carta for Teachers or the Republic Act 4670, Section 13

that, teachers engaged in actual classroom instruction shall not require to render

more than six hours of primary teaching in a day to ensure their personal and

professional welfare (Abulencia, 2015; Alegado, 2018; David, Albert & Vizmanos,

2019). Moreover, ancillary services are defined as responsibilities assumed by

teachers outside of the classroom for improved school performance, such as home

visits, feeding programs, skill remediation, enhancement activities, coaching various

contests, coordinators for multiple areas, counseling pupils, and mentoring co-

teachers. However, teachers encountered problems relative to the delivery of

ancillary services because of time constraints, unfinished competencies, and

financial woes (Machimura, 2015; Alhija, 2015; Abarro, 2018).

Meanwhile, at Barangay Saliducon, Santa Cruz, Davao del Sur, there is a little

school called the Saliducon Elementary School. The school is located in distant and

belongs to Geographically Isolated and Disadvantaged Areas (GIDAs). In this

identified IP school, there are 153 enrolled learners which is run by seven devoted

teachers under the management of school head and each teacher has eight

teaching loads each day in addition to eight (8) or more ancillaries, not including

his/her assistant special ancillaries that teachers must also to perform. One of the

primary challenges faced by teachers of Saliducon Elementary School who have

multiple ancillaries is the lack of time. Teachers have to juggle between their
teaching responsibilities and their special ancillaries, leaving them with little time to

prepare lesson plans and deliver quality teaching. To compensate for these special

ancillaries, teachers are required to take on multiple roles and responsibilities. These

roles can include teaching different subjects, managing the special ancillaries, and

even providing first aid in case of emergencies. Another challenge is the teachers

are working longer than the number of hours allotted by the Department of Education

in their respective homes due to the numerous reports that must be submitted on

time, and occasionally they experience work stress because they don't have enough

time to complete the tasks required by those in-charge. Moreover, ancillaries report

from small schools like Saliducon Elementary School are remarkably similar to those

from large schools. The only distinction is that while in a large school there are plenty

of teachers who can handle ancillary duties, this is not the case in a small school.

Furthermore, this school is accepting trainings and seminars coming from various

government agency and non-government unit on a variety of levels, including

national, regional, division, district, and school-level.

Nevertheless, despite all, the school continues to receive numerous honors

from district, municipal, division, regional to international levels, including First Place

in the 2021 Division Brigada Eskwela Best Implementing School in Small Category,

Third Place in the 2021 Regional Brigada Eskwela Best Implementing School in

Small Category, Third Place on Special Award in the 2021 Regional level for Best

Learning Space at Home, Best Implementer in 2021 Brigada Pagbasa, Excellence

Award in the 2022 Division Brigada Eskwela Best Implementing School in Small

Category, Outstanding Award in the 2022 Division Brigada Pagbasa Best

Implementing School, First Place in the 2022 Municipal Search for Best

Implementing School in Project W.A.T.C.H and Top 20 for 2022 National Search for
Best Implementing School in Project W.A.T.C.H, National Award on Membership for

having achieved 100% (Category A) accomplishment on Membership against girl

potential for Fiscal Year July 2020-June 2021,First Place Winner in Best Policy

Brief Presentation during the 2022 International Research Congress of Davao del

Sur, First Place in Best Paper and First Place Best Abstract entitled Mathegic:

The Effectiveness of Strategic Intervention Materials (SIM) Mathematics Grade III for

Non-Numerates presented in the 5th International Research Convention-cum-

Conference on Teaching English to Speakers on Other Languages (TESOL) on

January 14,21 and 28, 2023 and an Epochal Award with High Distinction in the

Society of Teachers, Researchers, Administrators, Professional, and Students

(STRAPS) International.

Undeniably, the Saliducon Elementary School has earned recognition from a

variety of stakeholders as a result of the several accolades, and the teachers have

increased their level of commitment to their jobs. Indeed, having a small school does

not justify praising and rewarding school.

In overall, the researchers firmly believe that everything will be successful as

long as there is a commitment and dedication to the job at hand and a passion for

teaching and we can improve the quality of education and create a brighter future for

our children and communities.

In this frame of reference, and as a teacher for several years, we were

inspired to investigate the challenges and benefits of teachers performing multiple

ancillary functions. It is a good opportunity to hear their thoughts and ideas about

handling ancillaries on top of their teaching job and all other instructional functions

that come with it.

 II. LITERATURE REVIEW

This part provides related studies and researches that provide support to the

study. These articles deal on teachers’ multiple ancillary functions and other related

readings.

Historical Perspective on Teachers with Multiple Ancillary Functions

Although some aspects of public education have not changed over the past

hundred years, the job description of school principal has shifted drastically. What

was once considered to be a boss-like role, has now transformed into a “facilitator of

teachers” in which leadership style has changed from a traditional “subordination and

isolation model to collaboration and consensus building” Cruz (2021). To encourage

and promote collaboration and consensus, many building principals now aspire to

empower teachers to accept greater responsibilities and partner with the

administration to attain and accomplish goals; as such they are called as teachers

with multiple ancillary functions (Warner,2020).

Moreover, teachers who are empowered in school require principals to elicit

changes in one’s role, which are likely to be evident mostly in the level of authority

that individuals have on the job. In order to embrace more rigorous expectations of

teaching and learning, school principals would be wise to investigate ways in which

they can empower and promote leadership qualities within teachers to share in the

workload of educational tasks, as cited by (Tiou,2020).

Experiences of Teachers and their Multiple Ancillary Functions

In order to better serve the school, teachers need to possess attitudes and

skills in order to cope with the challenges as teachers with multiple ancillary

functions. (Schaufeli, Salanova, González-Romá, & Bakker, 2018) says that a

person's work engagement is defined as positive, fulfilling, and work-related state of

mind that is characterized by endurance, dedication, and absorption. However, the

article published by Pearson, Carroll, and Hall (2021) mentioned that teachers who

were empowered by the school were crossing the lines into managerial roles but

were not being compensated for their increased responsibilities. It was further

revealed in the study entitled Relationships and Resilience: A Role for School

Principal that when teachers experienced difficulties in their personal relationships,

these difficulties were caused by their tiredness and a lack of energy due to multiple

works load or ancillary functions (Peters & Pearce, 2018).

In the study of Zickar et al. (2020), they stated “role conflict” for teachers with

multiple ancillary functions happens if the primary and secondary jobs are very

dissimilar. An employee is more likely to face role conflict and feel less satisfied,

since more efforts are required to shift among the different roles and to adapt roles

and behaviors to the different job demands. To prevent outcomes of excessive

stress of teachers, administrators need to be proactive and assist in managing the

workload while, at the same time, foster collaborative responsibility and ownership

(Don, Puteh, Nasir, &Ashaar,2017). However, on the study conducted by Sappa,

Boldrini, and Aprea (2015), multiple ancillary functions were perceived by the

teachers as a factor supporting their well-being. At the emotional level, combining

teaching with another ancillary function seemed to support teachers in stepping back

from situations encountered at school and keeping problems in perspective. In

addition, being engaged in different professional activities was described as a source

of strength and a way to remain continuously stimulated by different inputs. At the

instructional level, various advantages were associated with the opportunity to

multiple ancillary functions of teaching, since they experience stronger credibility in

front of the students. The findings of Short and Greer (2002) cited that trust is said to

be a major attitude to possess as teachers with multiple jobs in order to develop

collaborative leadership within school fostering positive relationships as it continues

to focus their effort on establishing trusting relationships within the school

community.

Multiple Curricular and Extra-Curricular Activities of Teachers

Extra-curricular activities are programs and events carrying no academic

credits organized by the designated school moderator together with students to

showcase their interest and abilities, subject to direction and supervision of school.

Educational process is not only confined inside the classroom but also outside the

school. This is truly a learning process since it is not only confined inside the

classroom (Gane, 2104). In the light of this type of education, teachers recognize the

value of extra-curricular activities. To them, the major aim of these activities is to

stimulate and develop the habits of engaging in worthwhile personality building and

leisure time experience. They are important because they make use of innate drives

and urge students by directing these free activities along channels that are

educationally worthwhile. They also unify the school together with their colleagues

and foster the spirit of cooperation and commitment building (Le Cornu & Ewing,

2008). Nowadays, teachers are participating in day-to-day decision making in

schools working side-by-side to set priorities, and dealing with organizational

problems that affect their students' learning (Jordan, 2019). He added that many

teachers also spend time researching various questions of educational effectiveness

that expand the understanding of the dynamics of learning.

 III. RESEARCH QUESTIONS

This study aimed to answer the following questions:

1.What are lived experiences, the stressed and success of teachers handling

multiple ancillary services?

2.How do teachers cope with the challenges of having multiple ancillary functions?

IV. SCOPE AND LIMITATION

The focus of the study was to revealed the lived experiences of public-school

teachers who were handling multiple ancillaries. This research was conducted to

teachers in Saliducon Elementary School, Sta Cruz, South District, Division of Davao

del Sur.

In addition, the researchers extracted the themes based on the responses of

the participating teachers.

 VII. RESEARCH METHODOLOGY

Research Design

The researchers used the qualitative-narrative method. In dealing with the

meaning that people have constructed based on their lived experiences and

worldviews, qualitative research is used. Additionally, the researchers used methods

such as participant observation and cases drawn from the narratives. The data is

derived from interviews, field notes, conversations, photographs, and recordings

(Silverman, 2020; Mays & Pope, 2020; Hennink et al., 2020; Flick, 2018; Darlington

& Scott, 2020). Moreover, this research was conducted in a natural setting

(Richards, 2020; Campbell, 2019) in order to make the interpretations clear based on

the meanings.

Similarly, the researchers did not use numerical values because the narrations

of the phenomenon were crucial in the interpretation of the data. As a result, this

narrative research is concerned with gathering the stories told by the teacher-

participants (Creswell & Poth, 2019; Butina, 2020). In addition, based on the story

that the teacher-participants shared, the researcher described and discussed their

experiences and interpreted the findings by identifying significant themes.

Finally, this study is qualitative-narrative since this dealt with the lived stories of

teachers handling multiple ancillary services.

Informants of the Study

Seven (7) informants participated in the study. The researchers chose them
based on the following criteria:
1. Teachers of Saliducon Elementary School, Barangay Saliducon, Santa

Cruz, Davao del Sur during the time of the conduct of this study; and
 2. Aside from their classroom teaching task, should be handling multiple

ancillaries in the school.

Data Gathering Procedure

The researchers observed to the following research protocols. A letter of

permission from the School Head and Public Schools District Supervisor for the

conduct of the study that basic research would be conducted at Saliducon

Elementary School.

An Approval & Acceptance Sheet was presented to the Research Division In-

Charge.

Following approval, the researchers transmitted a new set of letters to the

appropriate informants. Most essential, we got their permission to participate by

having them sign a paper that outlined their rights to participate and to withdraw. We

requested their signatures as confirmation of their full involvement in the study. Like

that, we never made our informants do anything. Instead, we made an invitation

based on their level of interest. The researchers kindly let them know that they may

pick the date and time that suited best for them before the interview. Their

accessibility was always our first concern. We did not intimidate anyone or employ

any other tactics that might have stopped the study's progress. As research tools, we

employed focus groups and an interviewing guide.

Data Analysis

Participants in the interview shared their experiences managing multiple

ancillary services in addition to their teacher jobs. Following that, the researchers

conducted a thematic analysis in which we extracted significant themes based on

their narratives as our informants.

 VIII. DISCUSSIONS OF RESULTS AND RECOMMENDATIONS

The study revealed the following narratives of themes from derived responses

of teacher-participants which significantly focused on the stressed and success of

teachers with multiple ancillary services.

Table 1. Description of Participants

Participant Designation Length of Ancillaries Services
s Service
1 Teacher-II 6 years SBFP, W.A.T.C.H, ARO, Langkay
Twinkler ,Class Adviser
2 Teacher-I 5 years Star Scout, MTB, School Clinic,
CSE Coor, RPRH, Nutritional
Status Coor, PEES, Class Adviser
3 Teaher-II 16 years Kawan Coor, MRF Coor, MAPEH,
Asst. SPG, Asst YES-O, SIGA,
Class Adviser
4 Teacher-III 5 years SPG, YES-O, Research, Filipino,
English,Science NDEP, ICT,
Brigada Coor , Class Adviser
5 Teacher-I 5 years GSP, ESP, Aral. Pan, EPP,
Canteen, H.E, Class Adviser
6 Master Teacher-I 14 years LRMDS, ICT, SBM, Reading Coor,
English, DRRM,SMEA, Class
Adviser
7 Teacher-III 17 years BSP, Math Coor, IP, Planning,
Property, LIS, DPDS, BEIS, GPP,
Class Adviser

Table 1 revealed the description of participants who were handling multiple

ancillary services of Saliducon Elementary School, Sta Cruz South District for the

S.Y 2022-2023. Participant 1 is an Elementary School Teacher II had been teaching

for six (6) years. She had been handling six (6) ancillaries for six years. Participant 2

is an Elementary School Teacher 1 and he has been teaching for five (5) years and

handling seven (7) ancillaries. Participant 3 is an Elementary School Teacher 1 has

been teaching for Sixteen years (16) years. She has been handling seven (7)
ancillaries for sixteen years. Participant 4 is an Elementary School Teacher III. He

has been teaching for five (5) years and handling nine (9) ancillaries. Participant 5 is

an Elementary School Master Teacher 1. She has been a teacher teaching for

fourteen (14) years and handling seven (7) ancillaries since then. Participant 7 is an

Elementary School Teacher III she is a guidance designate and has been teaching

for seventeen (17) years. She has been handling eight (8) ancillaries for seventeen

(17) years.

Teachers’ experiences of having multiple ancillary services

Teacher’s lived experience with multiple ancillary services.

Perseverance. This emerged as a major theme among teachers who perform

multiple ancillary functions. Teachers' perseverance was tested when they worked

hard but were not compensated and their efforts were not recognized. Most of them

had sleepless nights in order to comply with and complete the tasks assigned to

them. They have sometimes neglected their personal needs in order to meet the

demands of the school system. In fact, they always burn the midnight candle to

comply and submit reports because there are no other schedules during the day

when they face their learners either on-site or online. These teachers were

undeniably stressed and concerned that they would be unable to meet the system's

expectations.

During the interview, the teachers shared:

“Just to comply and beat the deadlines, I had sleepless
nights, but I am still content that I completed my assignment on
time or earlier..” (P2)
“I constantly feel under pressure since I have so many
ancillary responsibilities, but I am happy that I was able to do
something positive for our school.” (P1)
“Well, in order to complete reports on time, I fervently
burn midnight candles. I was pleased with myself for
completing the assignments on time.” (P3)
 The findings were supported by the research of Into and Gempes (2018), who

stated that despite the rigors of life as teachers with multiple ancillary functions, they

shared positive insights about their experiences on commitment and dedication,

being positive, prospects for growth and development, and as a testament of faith

and trust in one's abilities. However, Pearson et al. (1994) also stated that many

teachers go above and beyond to complete their assigned tasks, but they are not

compensated in return.

Teachers’ struggle of having multiple work load

Determination. Teachers have given up time and left their families to attend

seminars and trainings. These trainings were critical in helping them improve their

leadership style and become more creative and strategic in carrying out their

ancillary tasks. These also provided opportunities for professional advancement and

could be used to advance one's career. They had the opportunity to become

speakers and facilitators of various programs and activities in the schools once they

had completed their training.

With that, the teacher-informants explained:

“As a result of performing so many ancillary duties, I
have the chance to progress my teaching career.” (P3)
“Multiple tasks gave me the assurance and joy of having
contributed to the operation of the institution.” (P4)
“It made me tough, especially in dealing with complex
situations” (P2)

Sappa et al. (2015) emphasized that at the cognitive level, teachers' multiple

ancillary functions assist teachers in analyzing problems and using different

interventions to cope with difficult experiences.

Teachers challenges encountered of having multiple ancillary

Endurance. This third theme emerged as a result of several instances in

which teachers were frustrated by a lack of support from their co-teachers who were

unconcerned about the situation. In fact, they had to sleep late at night to prepare for

the learning activities while also completing the ancillary tasks assigned to them.

True, they had to divide their time between family and work, but they were still

unable to manage and balance their schedules. The reality is that they must work

even on weekends to meet the various report deadlines. The participants mentioned

that:

“I work after school hours, yet I found that I have learned

a lot of things that are relevant to my career as a teacher. (P3)
“I stay up late at night to prepare lessons and complete
other tasks, but this helps me develop my abilities as a teacher.
(P4)

As expressed by Schaufeli et al. (2002), a person's work involvement means

optimism, completing assigned tasks, and being output-oriented, which breeds

endurance, dedication, and absorption.

The effect of multiple ancillary to teachers’ services

Risk-Taking. The fourth theme for the experiences of teachers with multiple

ancillary loads was risk-taking. It became apparent when they needed to assign

students with seat work to attend meetings, seminars, and orientations, prioritizing

ancillary function over class. Although this should not be the case, it did train the

teachers to be effective and responsible individuals. It helped them mature in dealing

with critical situations and become innovative and strategic in dealing with real-life

problems like the ones mentioned above. The teachers shared:

 “I learned to be imaginative, creative, and strategic to
handle the tasks assigned to me by having a variety of
supplementary projects..” (P3)
“Well, this ancillary services trained me to become a
responsible and an effective teacher.”(P2)
“I had to leave class to go to conferences, trainings,
meetings, and seminars.
But prior to leaving my position, I made sure to assign my
students activities..” (P1)

In this regard, Zickar et al. (2004) reported "role conflict" for teachers with

multiple ancillary functions, stating that if the primary and secondary jobs are very

dissimilar, an employee is more likely to face role conflict and feels less satisfied

because more effort is required to shift among the different roles and adapt roles and

behaviors to the different job's demands.

Implications for Practice

With the previously mentioned experiences of teachers managing multiple

ancillary services. We believe it is appropriate to assign these tasks based on their

interests and areas of expertise.

Furthermore, as long as it is possible under the COA and DBM rules, they

should be given appropriate rewards and incentives such as overtime pay and

honoraria. Otherwise, they may be "subject-deloaded," as they would normally

spend some extra time on non-teaching related tasks.

Finally, proper training may be provided to teachers so that they can perform

ancillary services properly, and this training may include proper time management

between their teaching and non-teaching responsibilities. By doing so, they are not

jeopardizing other aspects of their lives, such as their mental and physical well-

being.
Concluding Remarks

The lived experiences of teachers with multiple ancillary functions were

gathered from the findings of this study, which revealed that the majority of the

participants experienced positive gains from their experience, which challenged them

to aspire more advancement to become better educators despite the rigors of life.

The study's findings revealed that teachers with multiple ancillary functions are

even more motivated, despite the various challenges they have faced in their lives.

As a researcher, we discovered that teachers with multiple ancillary functions exhibit

exemplar attitudes, skills, and values that distinguish them from other teachers.
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Annex 1. RESEARCH PROPOSAL APPLICATION FORM AND ENDORSEMENT
OF IMMEDIATE SUPERVISOR

A. RESEARCH INFORMATION

RESEARCH TITLE:

STRESS AND SUCCESS OF TEACHERS WITH MULTIPLE ANCILLARY SERVICES IN

SALIDUCON ELEMENTARY SCHOOL
SHORT DESCRIPTION OF THE RESEARCH

This qualitative-narratological inquiry explored the experiences of Seven (7)

Saliducon Elementary School teachers with multiple ancillary functions. Through in-depth
interview and focus group discussions, several themes emerged, such as: perseverance,
determination, endurance, and risk-taking. Most of the teacher-participants gained
positively from their experiences which challenged them to aspire for more self-
advancement. Proper planning and time management helped teachers to improve their
work performance. Imperative to planning is prioritization of the most important tasks and
of the most urgent and most needed school reports.
RESEARCH CATEGORY (Check only RESEARCH AGENDA CATEGORY (Check
one) only one main research theme)
o National o Teaching and Learning
o Region o Child Protection
o Schools Division o Human Resource Development
o District o Governance
 School
(Check up to one cross-cutting theme, if
applicable)
(Check only one)
o DRRM
Action Research
o Gender and Development
o Basic Research
o Inclusive Education
o Others (please specify):
______________
FUND SOURCE (e.g. BERF, SEF,
AMOUNT
Others)*
Donations by the stakeholders and the P15,000.00
researcher will use their personal funds.
*Indicate also if proponent will use personal funds
B. PROPONENT INFORMATION

LEAD PROPONENT/INDIVIDUAL PROPONENT

LAST NAME: FIRST NAME: MIDDLE NAME:

BARRO REYNALDO
CACAYURIN
BIRTHDATE SEX: POSITION/DESIGNATION:
(mm/dd/yyyy):
TECAHER III
01/07/1990 MALE
REGION/DIVISION/SCHOOL (whichever is applicable)
XI/ DAVAO DEL SUR/ SALIDUCON ELEMENTARY SCHOOL
CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:
09053507580 reynaldo.barro@deped.gov.ph

EDUCATIONAL ATTAINMENT
(DEGREE TITLE)
TITLE OF THESIS/RELATED RESEARCH PROJECT
Enumerate from bachelor’s
degree up to doctorate degree
Bachelor of Science in Makilala Multi-Purpose Cooperative: A Case Study on
Agricultural Business Its Lending Operation
Bachelor of Secondary Tambalayiang Tilapia Farm in Kidapawan City,
Education Major in TLE Cotabato: A Feasibility Study
Masters of Technology
Improvised Durian Fruit Opener: A Project Study
Education
SIGNATURE OF PROPONENT:

IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the proponents
have the capacity to implement a research study without compromising his/her office
functions.

RANE A.GEMPEROSO
Name and Signature of Immediate Supervisor

Position/Designation: MT-1/SIC

Date: April 11,2023

PROPONENT 2

LAST NAME: FIRST NAME: MIDDLE NAME:

SONGCOG LEAH MEA
BARING
BIRTHDATE SEX: POSITION/DESIGNATION:
(mm/dd/yyyy):
FEMALE TEACHER-II
02/15/1989
REGION/DIVISION/SCHOOL (whichever is applicable)
XI/ DAVAO DEL SUR/ SALIDUCON ELEMENTARY SCHOOL
CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:
09053507999 Leahmea.songcog@deped.gov.
ph
EDUCATIONAL ATTAINMENT
(DEGREE TITLE) Enumerate from TITLE OF THESIS/RELATED RESEARCH PROJECT
bachelor’s degree up to doctorate
degree

Bachelor of Science in Growth and Yield of Hydroponically Cultured Selweet

Agricultural Engineering Pepper(Capsicum Annum)

SIGNATURE OF PROPONENT:

ALMA B. PEJO
Name and Signature of Immediate Supervisor

Position/Designation: School Head

Date: April 11,2023

Annex 2. DECLARATION OF ANTI-PLAGIARISM

1. We, REYNALDO C. BARRO and LEAH MEA B. SONGCOG , understand that

plagiarism is the act of taking and using another’s ideas and works and passing
them off as one’s own. This includes explicitly copying the whole work of another
person and/or using some parts of their work without proper acknowledgement
and referencing.

2. We hereby attest to the originality of this research proposal and has cited properly
all the references used. We further commit that all deliverables and the final
research study emanating from this proposal shall be of original content. We shall
use appropriate citations in referencing other works from various sources.

3. We understand that violation from this declaration and commitment shall be

subject to consequences and shall be dealt with accordingly by the Department of
Education and the Basic Education Research Fund grant mechanism.

LEAD PROPONENT: REYNALDO C. BARRO

SIGNATURE: __________
DATE: April 11,2023

PROPONENT 2: LEAH MEA B. SONGCOG

SIGNATURE: ___
DATE: April 11,2023
Annex 3. DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. We, REYNALDO C. BARRO and LEAH MEA B. SONGCOG , understand that

conflict of interest refers to situations in which financial or other personal
considerations may compromise our judgment in evaluating, conducting, or
reporting research.

2. We hereby declare that we do not have any personal conflict of interest that may
arise from our application and submission of our research proposal. We
understand that our research proposal may be returned to us if found out that
there is conflict of interest during the initial screening as per provision in the
Research Management Guidelines.

3. Further, in case of any form of conflict of interest (possible or actual) which may
inadvertently emerge during the conduct of our research, we will duly report it to
the research committee for immediate action.

4. We understand that we may be held accountable by the Department of Education

and the Basic Education Research Fund for any conflict of interest which we have
intentionally concealed.

LEAD PROPONENT: REYNALDO C. BARRO

SIGNATURE: __________
DATE: April 11,2023

PROPONENT 2: LEAH MEA B. SONGCOG

SIGNATURE: ___
DATE: April 11,2023