Embracing Change: Adapting to the Senior High School Working Environment

Abstract

INTRODUCTION

With the implementation of the Senior High School Program, additional teachers were hired. These teachers come from different work environments, hence, as they transfer to the public Senior High Schools, they have been experiencing inevitable career changes which required their adjustment so that they would be able to perform what is expected of them. Given such a situation, this study determined the relationship of change readiness to the work adjustment of the public Senior High School Teachers in Calamba City. Specifically, it determined the previous work experience of the respondents, as well as their change readiness and work adjustment. It also sought a significant difference in their change readiness and work adjustment when they were grouped according to their previous work environment.

METHODS

This study utilized quantitative research using the descriptive correlational method. Data were gathered through a standardized test, the Change Readiness Scale, and the modified National Competency-Based Teacher Standards Tool. These were administered to 74 teachers in the 12 public Senior High Schools in Calamba City. The data collected were tallied, analyzed, and interpreted. Moreover, the researcher consulted a statistics expert for the treatment of the gathered information.

RESULTS

Most of the Senior High School teachers are former junior high school teachers. There was no significant difference in the change readiness indicators such as resourcefulness, optimism, adventurousness, drive, adaptability, confidence, and tolerance for ambiguity, as well as the work adjustment of the respondents when they were grouped according to their previous work experience. As regards the significant relationship between change readiness and work adjustment, the change readiness indicators such as optimism, adventurousness, drive, adaptability, and tolerance for ambiguity have no significant relationship with the work adjustment of the respondents, while their resourcefulness and confidence relate significantly with their work adjustment.

DISCUSSIONS

The results revealed the need for an intervention program to facilitate the Senior High School Teachers' readiness particularly on areas of resourcefulness and confidence to ensure their work adjustment. The same program may also be used to ensure their readiness to possible changes that they may experience as the Senior High School program progresses in the future.