Working Beyond Boundaries: Exploring the Teachers’ Adaptation to Alternative Work Arrangement

Abstract

Alternative Work Arrangement has been deemed as the solution to continue work and deliver services even with the physical restrictions implemented during the pandemic. Teachers, just like any other employees, were also subjected to these arrangements to continue the teaching and learning process through distance learning. Their adaptation to the AWA scheme has provided them both positive and negative results as work constantly mingled with their personal life as they balanced their household life while working remotely and adjusting to the new normal life during the pandemic. This study sought to determine the level of adaptation on Alternative Work Arrangement in DepEd Region III. Utilizing the mixed-method of research, a descriptive-correlational research design was used. The results of this study showed that majority of the schools are large, urban schools with technological facilities and subscriptions to aid the teachers in their AWA-related tasks. On the other hand, majority of the teachers are young married females living with their families, holding master’s degree units, and using their personal equipment and technologies to accomplish their work. The organizational adaptation of the respondents yielded High Level overall while they encountered “Slightly Serious” problems; however, they encountered “Moderately Serious” problems in their Personal and Household Life as well as in their Technology and Equipment Utilization. There was a significant relationship between the teachers’ age and type of family with their level of Utilization of Support Mechanisms while the teachers’ age and number of children was significantly correlated to their level of Work Performance and Productivity.  An enhancement program that focused on the improvement of Support Mechanisms and Technology Utilization as well as the sustenance of the current high level of adaptation measures served as the output of this study.