Republic of the Philippines

Laguna State Polytechnic University

Province of Laguna

COLLEGE OF TEACHER EDUCATION

GRADUATE STUDIES AND APPLIED RESEARCH
MASTERS OF EDUCATION

Topic: Localization Law in Hiring and Planning for Human Resources

Case Study Number: 1

I. Introduction
a. Statement of the Issue
Localization is one of the qualifications in selecting and hiring process for
Public Teacher 1 regardless of the ranking obtained in Registry Qualified
Applicants (RQA). This means that only bona fide residents should be
appointed or assigned to the schools with vacant position/s.

b. Presentation of the Problem

Applying in teaching, whether in private or public, is a challenge for
every teacher. There are lot of qualifications and requirements for you to be
qualified and be hired. One of it is the localization or the manner in which
distance of residence to the school is considered. Administrators of schools for
private institutions and the School Hiring Composite Team for public schools
would hire teachers immediately who are near or within the locality of the
school with available positions regardless of the ranking position in RQA.

c. Explanation of the terms

*Section 1, RA 8190 states that “In the appointment or assignment

of teachers to public elementary or secondary schools, priority shall be
given to bona fide residents of the barangay, municipality, city or
province where the school is located: Provided, That the teacher
possesses all the minimum qualifications for the position as required by
law”.

*Localization - the process of making something local in character or

restricting it to a particular place.
 a. Hypothesis
Localization will be prioritized regardless of qualifications given that the
parties are all qualified.
e. Importance of the story
The information can help the applicants to know the basic qualifications
and requirements in applying for teaching positions especially in terms of
localization.
II. Body
a. Background of Study

Three teachers are applying for vacant positions in a public school.

Teacher X and Teacher Y obtained the highest scores in all of the criterion and
ranked 1st and 2nd respectively. Both of them are qualified and eligible for the
vacant teaching positions but they are residing far from the school. Teacher Z,
on the other hand, obtained an average grade / point of 70 which is the
minimum average an applicant should attain to be included in Registry of
Qualified Applicants (RQA). Teacher Z ranked 3rd but she resides near the
school or within the community where the vacant teaching position is
available. This where the Section 1, RA 8190 comes to play. It is an Act

Granting Priority to Residents of the Barangay, Municipality or City where

the School is Located, in the appointment or assignment of Classroom
Public School Teachers.
b. Presentation of Analysis and data

In the 3 applicants for Teacher 1 position, all of them are included in RQA
but only one was called and hired immediately based on the vacant teaching
position on the area.
Teaching
Education Experience LET Specialized Demo Comm.
Teacher Interview Total
(GWA) 15% Rating Training & Teaching Skills
Applicant 10% 100%
20% 15% Skills 10% 15% 15%

Teacher X 15.60 4.6 13 10 10 14.5 14 81.7

Teacher Y 15.00 4.2 13 10 10 14.3 13.9 80.4

Teacher Z 13.20 3.5 11 10 9 12 12 70.7

 Actors Address Rank

Teacher X Brgy. Banquerohan, Legazpi City, Albay 1

Teacher Y Brgy. Buenavista, Legazpi City, ALbay 2

Teacher Z Brgy. It-ba, Manito, Albay 3

III. Conclusion
a. Concluding Statement
According to my research, I found out that Localization will be prioritized
regardless of qualifications given that the parties are all qualified.
b. Recommendations / Decision

From the findings, teacher applicants should consider the republic act
on localization granted that they have sufficient records when applying. School
Hiring Composite Team should not accept applicants whose residence is far
from the school address and community they are applying.
School Management should iterate and enact the rules on localization
effectively and with due process.

IV. References
 Llego, M. (2020). Localization Law for Public School Teachers Explained.
Retrieved from: https://www.teacherph.com/localization-
law/#Section_4_Recruitment_and_Selection_Process
 Llego, M. (2020). DepEd Teacher 1 Hiring Guidelines for S.Y. 2020-201.
Retrieved from: https://www.teacherph.com/deped-hiring-
guidelines/#70_EVALUATION_AND_SELECTION_PROCEDURE_AND_CRITERIA

JOJO R. DALDE
MaEd - EM
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna

COLLEGE OF TEACHER EDUCATION

GRADUATE STUDIES AND APPLIED RESEARCH
MASTERS OF EDUCATION

Topic: Parents’ Vaccination in Preparation for Limited Face to Face Classes

Case Study Number: 2

I. Introduction
a. Statement of the Issue
Approximately 95% of the schools in Santa Maria District, Division of
Laguna are now implementing the Progressive Limited Face to Face Classes.
In the preparations of each school, profiling is the first step. Teachers gathered
data and information on the parents of the learners. One of which was the
vaccination data of the learner’s parents and guardians. It was agreed upon
that parents, guardians and other adults living at home with the learners should
be vaccinated, if not, they will not be given a chance to enter the school
premises and the learners will not be included in the list who will participate the
Progressive Limited Face to Face.

b. Presentation of the Problem

As we are facing the Covid-19 pandemic, education is one of the
affected sectors. After 2 years of the Modular Distance Learning Modality and
Online Classes, schools have now reopened and the classes have shifted to
Limited Face to Face. The problem is, not all the pupils will have the opportunity
to attend the said classes. Thus, learners with parents who are not fully
vaccinated will continue Modular Distance Learning Modality. Would these
grounds be acceptable for the parents and learners?

c. Explanation of the terms

As DepEd Secretary Leonor M. Briones emphasized that “Vaccination is

a choice and at the same time, pinapahalagahan at pinoprotektahan natin
ang kalusugan ng nakararami. DepEd has to take into consideration the
welfare and health of our people, especially our learners.”
 “Learners who want to participate in face-to-face classes are not
required to be vaccinated against Covid-19,” Sec. Briones added.

“Not necessarily, hindi (not) required. It is voluntary kasi ang parents ang
magdi-decide diyan (because the parents will be the ones to decide on that),
but, of course, we will encourage them,” Briones said during a televised public
briefing.

*Vaccination - treatment with a vaccine to produce immunity against a

disease; inoculation.

*Face to Face Classes - Face-to-face learning is an instructional method

where course content and learning material are taught in person to a group
of students. This allows for a live interaction between a learner and a teacher.

d. Hypothesis
Parents’ Vaccination is an important requirement for the pupils to be
included in the Limited Face to Face. Learners are not required to be
vaccinated but adults who are living with them at home should be for
everyone’s safety.

e. Importance of the story

This study will be informative for the administrators, teachers, parents and
learners in the school that will conduct Progressive Limited Face to Face
Classes.
II. Body

a. Background of Study

Mr. and Mrs. Masipag have two pupils studying at Talangka Elementary
School. One is from Grade 4 and the other one from Grade 6. Both of them are
not vaccinated because they do not agree with the protocols. They believe
that many parents are like them, yet they agreed to the implementation of
Limited Face to Face Classes. As the advisers of their children messaged and
informed them that their pupils will not be included to participate in the said
opening of classes unless they will have vaccination, they were shocked and
immediately replied to the teachers. They are now adamant on what course
of action to take.
 b. Presentation of Analysis and data
Data of Parents at Talangka Elementary School who wants to be
vaccinated in order for their children to be included in the implementation of
Limited Face to Face Classes.
No. of pupils in the Wants be
Name of Parent/s Grade Level
school vaccinated?

Mrs. Masaya 3 Kinder, 4 & 6 Yes

Mr. & Mrs. Matapang 1 5 Yes

Mr. & Mrs. Masipag 2 4&6 Undecided

Mrs. Matulungin 1 1 Yes

Mr. Maalaga 1 6 Yes

Six out of 8 parents said that they want to be vaccinated for their
children to attend the Limited Face to face while one couple was undecided.
III. Conclusion
a. Concluding Statement
Parents and other adults at home living with the learners are required to
be vaccinated in order for their children to be listed in the limited face to face
attendees. The Department of Education and the school is encouraging
everyone to get vaccinated. It will be our key to escape from the pandemic
brought by Covid-19.
b. Recommendations / Decision

From the findings, majority of the parents wants to be vaccinated. Some

are already had their 1st dose and some are waiting for their schedule.
School Management should strictly implement the safety health
protocols and the rule that parents who are not vaccinated will be restricted from
entering the school premises. Therefore, Parent’s and Guardian’s Vaccination is a
must for the pupils to attend the Limited Face to Face Classes.
IV. References
 Department of Education Portal. (2022). DepEd calls for support in expansion
of face to face classes, vaccination. Retrieved from:
https://www.deped.gov.ph/2022/01/27/deped-calls-for-support-in-
expansion-of-face-to-face-classes-
vaccination/?utm_source=rss&utm_medium=rss&utm_campaign=deped-
calls-for-support-in-expansion-of-face-to-face-classes-vaccination
 Montemayor, Ma. Teresa. (March 2022). Vaccination of kids not required but
encouraged in F2F Classes. Retrieved from:
https://www.pna.gov.ph/articles/1168873

JOJO R. DALDE
MaEd – EM
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna

COLLEGE OF TEACHER EDUCATION

GRADUATE STUDIES AND APPLIED RESEARCH
MASTERS OF EDUCATION

Topic: Contingency Plan for Teacher’s Health Emergencies

Case Study Number: 3

I. Introduction
a. Statement of the Issue
Health is everyone’s priority and obligation especially now that we are
in the midst of pandemic brought by Covid-19 virus. Teachers are hardworking
and responsible individuals who are inclined to work vigorously. But how can
we perform our tasks if we are having health issues? This should be given
attention by the Department of Education that teachers must not be loaded
with different redundant tasks that may cause teachers to overwork for the
sake of deadlines and whatnot.

b. Presentation of the Problem

Teacher’s Health Emergencies are sometimes ignored. It is believed that
more than 60% of the educators reported high and moderately high levels of
stress based on multiple researches and data obtained. The predominant
stressors were uncertainty about the consequences of the pandemic, work
overload and inadequate working environment. The more stress they
perceived, the higher the manifestation of unwanted psychophysical
symptoms.
There are also teachers who are suffering from mental illness but not are
not provided with the right aid or intervention. Recently, two reported teachers
from Santa Maria District were given a health emergency break. One was
because of mild stroke and one was because of ectopic pregnancy. Both of
them are on leave for their recovery.

c. Explanation of the terms

* Mental Health and Psychological Support (MHPSS) – used to describe

a range of activities that aims to protect / promote psychological well-being
 of individuals and communities in their affected environment and/or prevent
or treat mental disorder.

* Isolation – the separation of ill or infected persons from others to prevent

the spread of infection or contamination.

* Vulnerable Groups – socially disadvantaged groups that are most

susceptible to suffer directly from disasters and health events, including senior
citizens, immunocompromised, individuals, women, children, persons deprived
of liberty (PDL), persons with disabilities (PWD), members of indigenous people
(IPs), internally displaced persons (IDPs), and indigenous cultural communities
(ICCs), among others.

* Emergency Health Break – a forced leave or break if someone has an

illness or any health issues/concerns.

* CS Form 6 – Application Form for Leave of Absence.

d. Hypothesis
Teachers presented with reassignment for health emergencies as an
immediate course of action prefer the decision to be reassigned.

e. Importance of the story

This will provide information for the teachers if they are presented the
opportunity to reassign. This will help them to think of what actions they must
do if they want to have a leave with pay when health emergency happen.

II. Body

a. Background of Study

This topic caught my attention when an incident happened in which

one of the teachers here in Santa Maria District was involved. The supervisor
held an immediate meeting including yours truly and all the Principals involved.
It was because of the planned reassignment of teachers or the switching of
two teachers. Teacher Smile who had an aneurysm which caused her to have
a mild stroke was the subject and yours truly. She was assigned to one of the
far flung areas here in Santa Maria and her mode of transportation going to
school is by motorcycle only. Relative to this, the principal of Teacher Smile,
informed her case to the District Supervisor. It was planned that if ever, Teacher
Smile and I would switch schools.
 I will be assigned to the school where she was teaching and she will be
assigned to the school where I am currently teaching which is near to the town
proper and to her rented house. It was not discussed in the short meeting what
immediate actions they need to do in order for Teacher Smile’s family to
comply or prepare. They didn’t even think of giving Teacher Smile’s family a
Form 6 so that her salary will continue even she’s having bed rest. Furthermore,
it’s still Teacher’s Smile decision that will matter if she will agree for her to be
transferred to school near her house if she is well and ready to back to work.

b. Presentation of Analysis and data

Data of teachers in Santa Maria District who are assigned in far flung
schools about the possible school reassignment.
Name of Teachers Years in Service Grade Level Taught Wants to reassign?

Teacher Smile 5 Grade 6 No

Teacher Love 5 Kindergarten Yes

Teacher Hope 3 Grades 3 & 4 Yes

Teacher Resilience 8 Grade 5 No

Teacher Faith 1 Grade 1 & 2 No

Two out of 5 teachers said that they want to be reassigned as much as

possible near the town proper and three of them wants to stay to the school
they are currently teaching.

Two of these teachers had an existing health issues. They are at Health
Break, having a bed rest and recovery. They submitted Form 6 in order for them
to continue their salary.

III. Conclusion
a. Concluding Statement

We can never tell where and when we will hit by any health issues. Even
those prepared ones can never tell when. As teachers, we need to give
importance on our health. Also, there are many things to consider when a
health emergency occurs, hence, reassignment should not be considered
absolute as there are other factors that teachers consider when switching
schools.
 b. Recommendations / Decision

From the findings, teachers who had health issues should be given
immediate health break. Give them ample time to have rest and recover from
their health issues.

Principals and School Administrators should also have an immediate

course of action into what preparations the family of the concerned teachers
should do. Proper planning, decision making and coordination of school
management team must be done. Other teachers may take over the classes
of the teachers with health issues while waiting for the substitute teacher or for
the actions from district or division.

It was also found on my research that, reassignment is not preferred

greatly especially to teachers with health concerns.

IV. References
 Department of Education Portal. (June 2020). DepEd Order No. 14, S. 2020
GUIDELINES ON THE REQUIRED HEALTH STANDARDS IN BASIC EDUCATION
OFFICE AND SCHOOL.
Retrieved from: https://www.deped.gov.ph/wp-
content/uploads/2020/06/DO_s2020_014.pdf
 Centers for Disease Control and Prevention. (September 2019). Emergency
and Preparedness Response: Taking Care of your Emotional Health.

Retrieved from: https://emergency.cdc.gov/coping/selfcare.asp

JOJO R. DALDE
MaEd - EM