Exploring Teachers’ Perspectives on Work Environment Factors That Enhance the School Workplace

Abstract

The study aimed to investigate the perceptions of teachers of the workplace environment program in a private basic education school in Valenzuela City, employing a mixed- methods sequential explanatory design that included both qualitative and quantitative approaches. The concentrated-on teachers’ workloads, support, relationships between and among school personnel, teacher roles, and the implementation of work changes. It was found that there was a significant improvement in the workplace environment condition of the teachers after the implementation of the PROTEC school workplace development program. It was observed from the results of the study that the highest improvement fell in change management, followed by role and relationship factors. However, there is still room for continuous improvement on support and workload factors in the workplace environment condition of teachers. It stressed the need for schools to support teachers in lesson delivery through diverse strategies and resources to foster academic success. It highlighted the importance of fair compensation for educators facing teaching overload and those covering absent colleagues, advocating for remuneration policies that recognize these extra responsibilities. Moreover, the researcher concluded that there was a significant difference in the perceptions of the respondents on a workplace environment condition before, during, and after the implementation of the PROTEC school workplace environment development program. The findings of the study served as a basis for proposing an action plan that intends to improve the management of a school workplace environment program for policy creation and integration that are beneficial to teachers’ well-being, fulfillment, and effectiveness, leading to the delivery for high-quality education.