Teachers’ Acceptability in the Implementation of Teachers’ Bare-walls Classroom Policy

Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 26, Issue 5

Abstract

This study was conducted in response to the implementation of Department Order No. 21 s. 2023, which mandated the removal of "unnecessary artwork, decorations, tarpaulin, and posters" in educational institutions, examined the impact on teachers' job satisfaction and challenges in their bare-walls classrooms. Employing a descriptive-research design, the study surveyed 105 teachers and six selected teachers to answer open-ended questions regarding their insights in the implementation of bare wall classroom policy from the Naawan District, Phillipines and was conducted during the school year 2023-2024. The study synthesized challenges encountered by teachers across three dimensions: personal, educational, and environmental. Teachers expressed positive views towards the policy, particularly noting benefits to their personal experiences and administrative processes. They also recognized positive effects on curriculum and teaching methods and highlighted strong positive impacts on the physical classroom environment. The study provides a comprehensive overview of the themes and subthemes identified in the transcripts of the interviews, highlighting the participants' diverse perspectives and observations regarding the implementation of the "bare walls" policy in the classroom. The various perspectives, experiences, issues, realizations, and benefits that educators possess concerning the acceptability of the DepEd order 21 series of 2023 are all captured in each theme. The findings stress addressing administrative challenges and offering tailored support to improve educators' well-being. The action plan outlined in response to the study's findings aims to address key factors affecting work-life balance.

Authors and Affiliations

Hazel Flenque Mahisay, Carlito Abarquez

Keywords

Related Articles

Achievement, Power, Affiliation, and Job Satisfaction of Mathematics Teachers

This study was conducted to determine the predictor variables of job satisfaction of mathematics teachers as either achievement, power, or affiliation. The one hundred (100) randomly selected secondary mathematics teache...

The Use of Project Reader In Enhancing the Reading Abilities of Elementary Learners

Reading is a cornerstone of the Philippine education system, essential for fostering foundational learning. This quantitative study investigated the effectiveness of Project READER (Reader Enhancement and Development Edu...

Influence of Teacher's Personality and Behavior on Students Character Building

Teachers as professional leaders perform a crucial role in establishing positive behavior and qualities among learners. This descriptive research aimed to shed light to these questions determine the influence of teacher’...

Effects of Space on the Academic Learning in Science Classroom: A Building Block for Enhancing Science Curriculum

This study aims to evaluate the effect of space on the learners on the academic learning. The respondents of this study were the 30 grade five pupils of Benjamin Aguilar Elementary School. Results revealed that, as an en...

A Comprehensive Review: Transforming Science Education in the Pearl of the Orient-Innovations in Teaching Approaches and Technology Integration

Science education in the Philippines is undergoing a significant transformation, characterized by the integration of technology and innovative teaching methods. This shift is driven by the nation's commitment to nurturin...

Download PDF file
  • EP ID EP763081
  • DOI 10.5281/zenodo.13912926
  • Views 32
  • Downloads 0

How To Cite

Hazel Flenque Mahisay, Carlito Abarquez (2024). Teachers’ Acceptability in the Implementation of Teachers’ Bare-walls Classroom Policy. Psychology and Education: A Multidisciplinary Journal, 26(5), -. https://europub.co.uk/articles/-A-763081