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DAGUPAN CITY NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
COMMON PROBLEMS ENCOUNTERED BY

SENIOR HIGH SCHOOL TEACHERS
A Research
Presented to the Senior High School
Faculty Members of Dagupan City National High School
Senior High School
In Partial Fulfillment of the
Requirements for Practical Research II
By
Ivy C. Salonga
Jolina O. Elizalde
Betafe C. Calaguin
Marife C. Fernandez
Jimmark C. Velasco
October 2019
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TABLE OF CONTENTS
Title Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . i
Abstract. . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . ii
Acknowledgement. . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . .. . . . . . . . . . . . . . .iii
Table of Contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv
Chapter I. INTRODUCTION
Rationale and Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Theoretical Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Research Paradigm. . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . .
Statement of the Problem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Significance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Scope and Delimitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chapter II. REVIEW OF RELATED LITERATURES AND STUDIES
Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chapter III. RESEARCH METHODOLOGY
Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sources of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Instrumentation and Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tools for Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chapter IV. RESULTS AND DISCUSSIONS
Chapter V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conclusions .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Recommendations . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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CHAPTER I
INTRODUCTION
This chapter presents the rationale and background, theoretical and conceptual
framework, research paradigm, statement of the problem, hypothesis, significance of the
study, scope and delimitations, and definition of terms.
Traditionally, teachers are encouraged to believe that the learning environment
must be orderly and quiet. A teacher is a person who helps people to learn. A teacher often
works in a classroom. There are many different kinds of teachers. Some teachers teach
young children in kindergarten or primary schools. Others teach older children in middle,
junior high and high schools. Some teachers teach adults in more advanced schools some
are called professors. For some principals, a quiet classroom means effective teaching.
With the growing movement toward cooperative learning, however, more teachers are
using activities in which students take an active role. Sharing ideas and information with
various activities occurring at the same time can make for noisy classrooms. But it would
be a mistake to conclude that in such classrooms students are not learning (Carr et al. 1998).
The classroom management and mastering order inside the classroom are the most
important factors in educational process and basic requirements. They are considered the
basic problems which face the teacher since teachers complain about mastering the order
inside the classroom, and it consumes much effort and time, and they are considered as
sensitive, important and critical factors for the teacher’s success or failure in his tasks.The
purpose of this research is to know the common problems encountered by Dagupan City
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Ntional High School, Senior High School teachers and to make an analysis on which
among the stated factors affecting their choice. We also wanted to know what are other
factors not stated that are affecting them.
The respondents will play a very important role to the success of this research. By
the use of this research we will be able to know what are the common problems encountered
by teachers.
Rationale and Background of the Study
Most of the time we teachers are unable to pay attention to every student
particularly, in the rush to complete the lessons on time. This is mostly because of the
mischievous students, sitting in the front rows, who tend to disturb the teachers during
ongoing lessons. This in turn, makes us unable to attend the students who sit at back
benches or other students in the class who wish to learn. As a consequence, the teacher
completes the curriculum somehow, making the students skip the understanding part. This
adversely affects the class performance. It becomes really difficult for the school teacher,
if the child’s parents do not collaborate with them on the educational front. The problem
with parents is that either they are very busy with their own lives or they lack proper
education, as a consequence of which, they are unable to pay attention to their children’s
educational progress.
Moreover, a majority of parents do not involve themselves in parent’s meetings and
activities organized by the school. I have observed few of my students’ parents to be
similar. Honestly, without proper discussion with the parents, it becomes very tough for
me to strengthen their child academically. All these factors majorly affects the students’
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overall performance in class. Therefore, communication between parents and teachers
should be improved. Being a teacher is hard. Whether you’re just starting or have taught
for decades, teachers everywhere in the world are faced with similar challenges. The
obstacles you encounter can arise from many directions: with students, parents,
administrators, or with the many roles and responsibilities you have to maintain It cannot
be denied that teaching is a rewarding yet challenging career. It demands broad knowledge
of subject matter, curriculum, and standards; enthusiasm, a caring attitude, and a love of
learning; knowledge of discipline and classroom management techniques; and a desire to
make a difference in the lives of young people. At trinity, our teachers are passionate,
engaging and committed to their profession.
Theoretical Framework
According to Dunn and Dunn (1972), a student contract “should be a part of every
dynamic educational program,” and as a powerful teaching tool it should stimulate
individualized learning (p. 31). They also stated that “individualized instruction is the one-
onone relationship between a student and what he learns” (Dunn & Dunn, 1975, p. 5). One of
my reasons for selecting the Dunn and Dunn model for the learning contract used in my case
study was their idea of individualized instruction. This instructional tool gave the students more
opportunities to be actively involved in the educational process, and it enabled the teacher to
offer a variety of learning opportunities for the mixed-ability students. The learning
opportunities changed with the types of assignments, the availability of resources for hands-on
activities, enrichment activities, and review activities for reinforcing curriculum concepts.
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Teachers, like all people, have personal problems from time to time. Supervisors, in order
to fulfill their responsibilities for helping teachers become more effective in the classroom,
need to have guidelines for helping the teachers who is in the throes of a personal problems.
The supervisor may become aware of the problems through another staff member, through
noticing some unusual behavior in or what of the classroom, or through an outside person,
a parent or a child. If the teachers-supervisor relationship is close, the teacher may come to
the supervisor with the problems. In any case, when the supervisor becomes aware that a
problem exists, it is his/her responsibility to assist the teacher in restoring instructional
effectiveness.
Supervisory literature almost completely avoid the subjects probably because it is
filled with complexities and dangers for the supervisors. This is characteristic of the field
of supervision, which has a history of ignoring is more difficult, complex problems. For
the supervisor who is willing to deal with the teachers who has personal problems, but is
not quite sure which way or how far to go.
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Conceptual Framework
The focus of this study is the Common problems encountered by DCNHS SHS
teachers.
Figure 1: Shows the three different factors affecting the common problems encountered by
DCNHS-SHS teachers this input variables contains the categories of questionnaires.
Figure 2: While the process contains the descriptive survey questionnaire and quantitative
research.
Figure 3: And output contains the result of the common problems encountered by
DCNHS-SHS teachers.
Input Process Output

Home Related Factors Descriptive
Survey We're be able to know
Questionnaire what are the major
School Related Factors factors affecting them,
Quantitative and be aware of their
Personal Related Factors Research sufferings
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Statement of the Problem
This study aimed to know the Common problems encountered by Dagupan City
National High School-Senior High School teachers. Further , it seek to answer the
following sub-problems:
1.) What is the profile of respondents in terms of:
1.1 Name (optional)
1.2 Gender
1.3 Status
2.How does these teachers handle their personal problems?
3.How does these teachers handle their home problems?
4.How does this teachers manage their problems in school?
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Significance of the Study
The study is deemed significant to the following:
The Teachers
The finding of the study will allow us to know the common problems encountered by
Dagupan City National High School Senior high School Teachers and this study can
be beneficial for the teachers. it was beneficial to the teachers to make their personal
life became better.
The Students
The study will the students let them know the problems of their teachers. it was
beneficial for students to know that they need to help their teachers by doing their own
school work so that their teachers do not become more and more problematic.
The Administrators
This study wil also benefits school administrators . It's the way that the administrators
would be aware of the common problems of a teachers so they can deal with teachers
and talk about their problems. The researchers hopes that the result of the study would
also a great help to future researchers and to all people who are interested to know
about the common problems of the teachers.
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The Researchers
The study serves as their training ground in doing research which may help them when
they finish their course and be a great researcher someday.
Hypothesis
The following hypothesis was tested using a 5% level of significance: 0.04
Null hypothesis
There is no significant difference of the common problems encountered by DCNHS-SHS
teachers.
Alternative Hypothesis
There is significant difference of the common problems encountered by DCNHS-SHS
teachers
Scope and Delimitation
This study is limited only to the Senior high school teachers of the Dagupan City
National HighSchool, SY: 2019-2020 in Tapuac District Dagupan City.
The main purpose of the study is to provide information regarding to the problems
of Dagupan City National High School Senior high school teachers. The study considers
the teachers personal information such as their name, sex and status.
The researchers limited the study to Dagupan City National High School Senior high
School Teachers in the whole semester of year 2019-2020 and each of the respondents
was given a survey questionnaire to answer.
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Definition of Terms
Absenteeism- the practice of regularly staying away from work or school without good
reason.
Accountable-(of a person, organization, or institution) required or expected to justify
actions or decisions; responsible.
Commercialization- the process of managing or running something principally for
financial gain.
Compensation- something, typically money, awarded to someone as a recompense for
loss,
Counterparts - a person or thing holding a position or performing a function that
corresponds to that of another person or thing in another place.
DCNHS-SHS – (Dagupan City National High School-Senior High School) the area
where the survey was conducted.
Depression - a mental condition characterized by feelings of severe despondency and
dejection.
Disorder- the disruption of peaceful and law-abiding behavior.
Empathy- the ability to understand and share the feelings of another.
Habitual- done or doing constantly or as a habit.
Integration- the action or process of integrating.
Lawsuits- a claim or dispute brought to a court of law for adjudication.
Littering- make (a place) untidy with rubbish or a large number of objects left lying
about.
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Monetary- relating to money or currency.
Obsolete- no longer produced or used; out of date.
Psychological- of, affecting, or arising in the mind; related to the mental and emotional
state of a person.
Trauma- a deeply distressing or disturbing experience.
Unavailability- the state of being unable to be used or obtained
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Chapter II
REVIEW OF RELATED LITERATURE
This chapter presents the related literature and studies that provide insights in the
conceptualization of the study.
Introduction
This Chapter reviewed the literature related to the study on the topic discussed
under the various objectives, what are the common problems encountered by teachers, the
way of living, and the personal behavior of the DCNHS-SHS teachers , a conceptual
framework was used to operationalized the variables and lastly the gaps in literature were
summarized.
Foreign
School Related Factors
Teachers have numerous distractions to compete with in the classroom. Many students are
more interested in checking their text messages than in paying attention, and they lack
respect for authority and motivation. The absence of parental involvement makes the
burden on teachers even more onerous. Teachers have limited options for disciplining
students for fear of lawsuits. (Moore,2019)
Teachers experienced a moderate extent of problem in the functional daily lesson plans
preparation, very high extent of problem in the unavailability of personal laptops for
academic purposes, and high extent of problem in the following areas: insufficient
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number of computer units in schools for ICT integration; large class size;
damaged/obsolete computer units; unsupportive parents; absenteeism; conceptualizing
classroom rules written in the English language; observance of classroom rules; bullying;
work; uninterested students; lying; littering; students’ care giving; and dirty shoe cover
contamination.(Nemenzo,2018)
Another common challenge with teaching special education is dealing with the behaviors
of students. Many students with disabilities get frustrated with school. Whether it is not
understanding material or dealing with emotions they have trouble controlling, these
students can be a challenge for their teachers.( Arkansas,2016)
Most common challenges of teachers; lack of teamwork, empathy, and support between
students, teachers working too many roles at the same time, no time to deal with bodily
functions, teachers being made accountable for more than they should, Not enough time to
plan, Excessive paperwork for data collection, Keeping up with the expectations of school
admins. Applying a prescribed curriculum to all types of students.(Dussault,2018)
Difficulty in monitoring the entire class, involvement of parents, monetary concerns, lack
of support from schools are the common problems faced by teachers in school. (Daas,2016)
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Home Related Factors
It’s difficult to teach my kids because even constructive critique threatens our bond. At
home, I lack the luxury of professional distance. (Young,2016)
Effects of financial problem that affects the performance of the teachers in School. Always
get angry to the students due to loosing of patience. Habitual absences
or under-time because teachers need to go to somewhere else looking for solutions to solve
the problem. Always late in deadlines in their reports, cards, dll, exams, grades etc. Always
got mistakes in every paper works due to lack of focus. Not interested to School
activities. Always want to be alone. Poor performance. And the most complicated part is
unwanted collection or letting them to sell anything that will help them to sustain their
needs. (Santiago,2018)
Personal Related Factors
The profession (teacher) is not completely free from work-related illnesses and trauma like
voice disorder, research has shown that nearly 47% of American teachers suffer from voice-
related problems (Hopkins,2010).Speech and language disorder, viral diseases, Stress Issues;
Excessive levels of stress have been known to cause several health hazards in teachers,
including headaches, panic attacks, depression, etc. violence, there have been many sad and
unfortunate instances of violence in schools in the United States of America in the past few
years. According to the American Psychological
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Association, around 7% of the teachers in the country are threatened with injury on an
annual basis, with female teachers receiving twice as many threats as their male
counterparts. In 2007. (Mukherjee,2017)
Problems faced by Indian teachers in the classroom and outside; professional status of
teaching, financial compensation, commercialization of education, lack of motivation and
support, professional development and teacher’s needs, finding the holy grail: work life
balance, personal image and society’s expectations.( Hossain,2016)
Issues of Difference. This may include gender, race, ethnicity, sexual orientation, religion,
urban/rural, or political commitments, among others. While typically a university
community better addresses these issues of difference than other settings, there remain
some particular challenges for instructors, and these may be particularly acute for new
faculty members. (Merlot,2017)
Saricoban (2009) cited the following: 1) Foreign language (FL) teacher educators
need to gain more insights into the challenges faced by those teachers so that teacher
training programs can design their curricula that will effectively prepare these teacher
candidates for their real professional lives; 2) The foreign language teachers should be very
careful when they select the course-book. The course-book should meet the students’ needs
and respond to their interests. It should include translation, pronunciation, and speaking
activities. (APJR, 2015)
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Chapter III
METHODOLOGY
This section presented the research design, sources of data, instrumentation and
data collection, and tools for data analysis.
INTRODUCTION
This chapter confers the research methods, population, and procedures utilized the
teachers when it comes the common problems they usually encountered. In this chapter
determine also the objectives of the study based on the statement of the problem given in
the Chapter I. It also formulates research design, description of data gathering procedures
and statistical treatment of data.
Research Design
This study on the common problems encountered by Dagupan City National High
School Senior High School teaching Descriptive Survey Design. It was used since its focal
point is to find out facts with adequate and accurate interpretation, and its findings were
used to formulate recommendations.
Sources of Data
This study was conducted in the Dagupan City National High School Senior
teachers located at Tapuac District, Dagupan City which has 59 teachers.
The study utilized primary data. The respondents were 59 teachers who answered
the survey questionnaire in Dagupan City National High School
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Since this study is conducted in 3 to 4 months time,the researchers decided to limit
their sample population to the senior high school teachers where the researchers’ strand
belongs to Humss.
Instrumentation and Data Collection
A survey questionnaire was used to gather the needed data from the respondents. It
was constructed by the researchers and was checked by their research teacher as well as
other senior high school teachers, and was pre-floated to test its validity and reliability.
The questionnaire is patterned from the 5-point Likert Scale focused on the
common proboems encountered by DCNHS-SHS teachers in across namely: school
problem, personal problem and home problem.
All respondents were given equal opportunities to answer survey questionnaires at
different schedules. Likewise, the researchers personally conducted the floating of
questionnaires to ensure any clarification of respondents were answered.
All respondents’ identities were kept privately to secure them and ensure trust in
answering questions to guarantee a more honest answer from them and sustained the
needed basis in formulating their common problems they encounter.
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Tools for Data Analysis
The following statistical tools were used to interpret the data gathered from the
students.
Weighted Mean
It is used to determine the average perceptions of people about a number of
indicators/variables. It is computed as follows.
WM= TWF
N
Where
WM= Weighted Mean
TWF=The total of the products of weights multiplied by their respective frequencies.
N= no. of respondents
The following point values, statistical limits and descriptive ratings was used to
analyze the data on the perception of the respondents with respect to the common problem
they encountered.
Point Value Statistical Limit Descriptive Reading
5 4.20 - 5.00 Very Satisfied
4 3.40 - 4.20 Satisfied
3 2.60 - 3.40 Fair
2 1.80 – 2.60 Somewhat Dissatisfied
1 1.00 --1.80 Dissatisfied
T-Test
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Assuming equal variances, the test statistic is calculated as:
- where x bar 1 and x bar 2 are the sample means, s² is the pooled sample variance, n1 and
n2 are the sample sizes and t is a Student t quantile with n1 + n2 - 2 degrees of freedom.
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CHAPTER IV
RESULTS AND DISCUSSIONS
This chapter presents the findings and results of the data, the analysis and the
interpretation.
Data Survey
The researchers conducted a survey questionnaire to DCNHS-SHS teachers. From
the survey questionnaire that they answered, they were able to identify what are the
common problem they encountered.
TABLE 1
Percentage Distribution of the Respondents in terms of their Socio-Demographic
profile as to sex and civil status.
Profile Married Single
Female 48% 15%
Male 20% 17%
Total 68% 32%
Table 1 shows the percentage of respondents’ status. There are 48% of female who are
married and 15% are single. 20% of male are married and 17% are single.
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TABLE 2
Common Problems Encountered by Senior High School Teachers.
A. Home Weighted Interpretation

Mean
1.Financial problems/loans/debts 3.34 Sometimes
2.Health problems of love ones 3.07 Sometimes
3. Lack of family bonding 2.88 Sometimes
4.Lack of family communication 2.56 Sometimes
5. Lack of time in doing household chores 3.07 Sometimes
6. Misunderstanding/quarrels with family members. 2.29 Rarely
7. Rebellious children/niece/nephew 1.97 Rarely
AWM 2.74 Sometimes
Table 2 shows what are the common problems they encountered at home. In
financial problems/loans/depbts have a 3.34 weighted mean and got the highest score. 3.07
weighted mean for the health problems of love ones, 2.88 weighted for the problem: lack
of family bonding, 2.56 weighted mean for the problem: lack of family communication,
3.07 weighted mean for the problem: lack of time in doing household chores, and it was
interpreted as sometimes’ they encountered such problems. While there are 2.29 weighted
mean on misunderstanding/quarrels with family members and, 1.97 for rebellious
children/niece/nephew got the lowest score weighted mean and it is rarely’ they
encountered it.
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TABLE 3
Common Problems Encountered by Senior High School Teachers.
B. SCHOOL Weighted Interpretation

Mean
1. A lot of paperwork, and other school assignments 4.1 Often
2. A lot of school contributions 3.54 Often
3. Classroom cleanliness 3.78 Often
4.Lackof teaching materials/technology 3.41 Sometimes
5.Late coming/ absenteeism /cutting classes of students 3.85 Often
6.Poor performance /scores /compreh-ension /grammar of 3.59 Often
students
7.Problems with co-teachers/workers 2.9 Sometimes
8.Use of gadgets, lack of particip- atition, improper 2.02 Rarely
wearing of uniforms and other negative bahaviors of
students
AWM 3.39 Often
Table 3 shows what are the common problems they encountered at school; 4.1 for
the bombarded school paper works and school assignments and its is the higest weighted
mean and is it often to happen to them, 3.54 weighted mean for the lot of school
contributions, 3.78 for the maintaining the classroom maintenance, and 3.85 weigh for late
comers/absenteeism/cutting classes of students, 3.59 weighted mean for the poor
performances/scores/comprehension/grammar of students are the often they encountered.
While there are 2.9 weighted mean for the problems with
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co-teachers/worker and it was interpreted that it was sometimes’ they were encountered it.
And 2.02 weighted mean for the use of gadgets, lack of participation, improper wearing of
uniforms and other negative behaviours of students and it was rarely encountered by the
respondents.
TABLE 4
Common problems encountered by Senior High School teachers.
PERSONAL PROBLEM Weighted Interprtation

Mean
1. Being away from parents, siblings, and other 2.54 Sometimes
relatives
2. Carrying the family burden or being head of the 3.03 Sometimes
family
3. Depression, anxiety, loneliness 2.34 Rarely
4. Lack of support or comfort from love ones 2.34 Rarely
5. Misunderstanding, quarrels, or having broken family 2.1 Rarely
6. Personal disappointments in life 2.49 Rarely
7. Singleness 1.98 Rarely
AWM 2.4 Rarely
Table 4 shows the common problems they encountered at their personal life. There
3.03 weighted mean for the problem: Carrying the family burden or being head of the
family and 2. 54 weighted mean for the problem: being away from parents, siblings, and
other relatives and it was interpreted as somettimes’ they encountered those problems
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and got the highest score of weighted mean. While there are 2.34 weighted mean for the
problem: depression/ anxiety/ loneliness, and 2.34 weighted mean for the problem: lack of
support of their loved ones, and 2.1 weighted mean for the problem: misunderstand,
quarrels, or having a broken family, and 2. 49 weighted mean for the problem: personal
disappointment in life, and lastly 1.98 weighted mean for the problem: singleness. And this
problems interpreted as rarely’ problems the encountered.
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Chapter V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
This chapter presents the summary, conclusions and recommendations of the study.
INTRODUCTION
This chapter provides a summary of findings as deduced by the study, it also
presents Conclusions, Recommendations of the study and areas for further research.
SUMMARY
This study aim to know what are the problems encountered by DCNHS Senior High
School teachers. There are lots of problems encountered by teachers: :personal problems,
home problems and school problems.
Based on the data survey, there are 59 respondents where 37 female and 22 male.
And 48% of female respondents status were identified as married and 15% were single,
and 20% of male respondents were identified as married and 17% were single. The result
of the survey was the common problems encountered by DCNHS-SHS teachers in home
was the financial problems /loans/depts that got the highest score of weighted mean 3.34
andwas interpreted as sometimes’ they encountered. And the common problems they
encountered at home was the a lot of paperwork,and other school assignments, that got
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the highest score of weighted mean 4.1 and was interpreted as often’ problem they
encountered. And the common problem they encountered in school identified as being
away from parents,siblings, and other relatives and got the highest score weighted mean
2.54 and was interpreted as sometimes’ problem they encountered.
CONCLUSION
This study is not just for teachers but also for everyone who have a problem.
Everyone can experience this, because problems is already vividly part of our living. As
the research goes on, the respondents are from of Dagupan City National High School
Senior High School teachers. Based on the summary of findings of the study, the following
conclusions are drawn.
1. Problem is cause by money, love, and students.
2. Problem causes they were not be able to took care of their selves.
The researchers conclude that there are lot of problems encountered by teachers. It
affects their whole human being. It affects how they act in society. It was also stated that
if teacher have a many problems it will affect the effectiveness of them being teachers as
their profession and also the behaviour of their selves,. Furthermore, the researchers also
conclude that problem is playing a vital part in the society.
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RECOMENDATIONS
To be a teacher is not easy because, most of them encounter a lot of problems in
their lives like: on how they manage their time with their family; having a family
bonding, doing their responsibilities with them, and doing household chores, ect. The
victim of this problems are the teachers who are being bombarded with loads of works
plus the family problems they currently experiencing, it can affect their efficiency in
teaching and effectiveness on their profession. Because being as effective and efficient
teacher knows how to handle their own burdens without affecting their works. By this
generation there’s a lot of resources you can use to lesson your works on school
especially on using high teachnology gadgets.It saves more time and gives a way on easy
way of teachings, to have a quality time with your family and to give youself a rest. It’s
barely important for an teacher to manage their time wisely.Somehow, it seems
technology can do anything and it helps us a lot but it does have limits and we should
know our limitations it may have an impact in psychological and physiological growth
with ourselves.
- 28 -
We would be able to solve such problems regarding the common problems
encountered by the DCNHS-SHS teachers by:
1. Have enough resources
2. Time management
3. Division of labor with co- teachers/workers
4. Healthy living and life style
5. Lessen your depths/loans etc.
6. Positive mindset
Problems is part in our lives, it is very essential to our living if we are aware of it
and how to resolve it, and surely in the end it will be us who'll benefit.
- 29 -
REFERENCE
Problems Teachers Face in the Classroom. classroom.synonym.com. (2019, August 5).
Retrieved (August 17,2019) https://classroom.synonym.com/problems-teachers
face-classroom-7911351.html.
Common Challenges in Teaching Special Education.com (2019, June 30). Retrieved
(August 17,2019) https://degree.astate.edu/articles/k-12-education/common-
challenges-in-teaching-special-education.
Problems Encountered by Teachers in the Teaching-Learning Process: A Basis of an
Action Plan.( 2018, April 5). Retrieved (August 17,2019)
https://www.researchgate.net/publication/324606765_Problems_Encounte
red_by_Teachers_in_the_Teaching-
Learning_Process_A_Basis_of_an_Action_Plan.
What are all the common problems faced by teachers in schools?. (2016,July 29).
Retrieved (August 17,2019) https://www.quora.com/What-are-all-the-common-
problems-faced-by-teachers-in-schools?
2018’s top 8 classroom challenges, according to teachers. (2018,June 4). Retrieved
(August 17,2019) https://www.classcraft.com/blog/features/8-teacher-challenges-
2018/?
Causes of School Bullying. (2018, June 27). Retrieved (August 17,2019)
https://classroom.synonym.com/causes-school-bullying
Problems Faced by Teachers. Vol. 35, No.1 (1941,September) pp.1-15. Retrieved (August
17,2019) https://www.jstor.org/stable/27528190?seq=1&fbclid=IwAR2B5zpy
- 30 -
What are the main challenges facing teachers? face(2017, September 28). Retrieved
(August 17,2019) http://info.trinity.nsw.edu.au/blog/what-are-the-main-
challenges-facing-teachers?
Problems faced by Indian teachers in the classroom and outside. (2016, October 20).
Retrieved (August 17,2019) http://www.careerizma.com/blog/indian-teachers-
problems/?fbclid
Effects of financial problems to teachers and ways to overcome financials stress.. ( 2018,
April 19). Retrieved (August 17,2019)
http://udyong.gov.ph/index.php?option=com_content&view=article&id=9747%3
Aeffects-of-financial-problems-to-teachers-and-ways-to-overcome-financial-
stress
Why teachers struggle to teach their own children. (2016, August 19). Retrieved (August
17,2019) https://www.washingtonpost.com/news/parenting/wp/2016/08/19/why-
teachers-struggle-to-teach-their-own-children/?
Overcoming teaching challenges (2007). Retrieved (August 17,2019)
http://teachingcommons.cdl.edu/cdip/facultyteaching/Overcomingteachingchall
enges.html?fbclid=IwAR2wwNLhgW5BdtGRclC2HGUXB4dAiwpDyvA7vNVl_ILjy32
MZnCtOhjVr9w
- 31 -
- 32 -
- 33 -

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DAGUPAN CITY NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

COMMON PROBLEMS ENCOUNTERED BY

Presented to the Senior High School

Faculty Members of Dagupan City National High School

Senior High School

In Partial Fulfillment of the

Requirements for Practical Research II

Rationale and Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Chapter II. REVIEW OF RELATED LITERATURES AND STUDIES

Chapter III. RESEARCH METHODOLOGY

Chapter IV. RESULTS AND DISCUSSIONS

Chapter V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

framework, research paradigm, statement of the problem, hypothesis, significance of the

study, scope and delimitations, and definition of terms.

Traditionally, teachers are encouraged to believe that the learning environment

factors not stated that are affecting them.

Rationale and Background of the Study

Moreover, a majority of parents do not involve themselves in parent’s meetings and

activities organized by the school. I have observed few of my students’ parents to be

overall performance in class. Therefore, communication between parents and teachers

learning; knowledge of discipline and classroom management techniques; and a desire to

engaging and committed to their profession.

dynamic educational program,” and as a powerful teaching tool it should stimulate

problem exists, it is his/her responsibility to assist the teacher in restoring instructional

Supervisory literature almost completely avoid the subjects probably because it is

not quite sure which way or how far to go.

DCNHS-SHS teachers this input variables contains the categories of questionnaires.

Input Process Output

Statement of the Problem

1.) What is the profile of respondents in terms of:

1.1 Name (optional)

2.How does these teachers handle their personal problems?

3.How does these teachers handle their home problems?

4.How does this teachers manage their problems in school?

Significance of the Study

The study is deemed significant to the following:

life became better.

about the common problems of the teachers.

they finish their course and be a great researcher someday.

The following hypothesis was tested using a 5% level of significance: 0.04

There is no significant difference of the common problems encountered by DCNHS-SHS

There is significant difference of the common problems encountered by DCNHS-SHS

Scope and Delimitation

National HighSchool, SY: 2019-2020 in Tapuac District Dagupan City.

was given a survey questionnaire to answer.

Accountable-(of a person, organization, or institution) required or expected to justify

actions or decisions; responsible.

Commercialization- the process of managing or running something principally for

Compensation- something, typically money, awarded to someone as a recompense for

Counterparts - a person or thing holding a position or performing a function that

corresponds to that of another person or thing in another place.

where the survey was conducted.

Depression - a mental condition characterized by feelings of severe despondency and

Disorder- the disruption of peaceful and law-abiding behavior.

Empathy- the ability to understand and share the feelings of another.

Habitual- done or doing constantly or as a habit.

Integration- the action or process of integrating.

Lawsuits- a claim or dispute brought to a court of law for adjudication.

Monetary- relating to money or currency.

Obsolete- no longer produced or used; out of date.

Trauma- a deeply distressing or disturbing experience.

Unavailability- the state of being unable to be used or obtained

REVIEW OF RELATED LITERATURE

conceptualization of the study.