Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 26 no. 5 (2024)

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

Hazel Flenque Mahisay | Carlito  Abarquez

Discipline: Education

 

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.



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