Mindanao State University, Marawi City, Email: … · convictions or beliefs in what are considered...

INTRODUCTIONTraditionally, Filipinos have come to value certain traits

like hospitality, pakikisama, close family ties, respect for

elders and loyalty. These old cultural values are still relevant

even with the present needs and conditions of the Filipino

people.

In particular, these cultural values, in one way or the

other, affect the nature of the promotional staff of the

Department of Education in Lanao Del Sur and Marawi

City in practicing and performing their day to day functions

as part of the administration. To some extent, these values

influence the manner by which they implement the poli-

cies of the Department of Education or the decisions or

judgments that they make every day as they perform their

tasks and duties as middle managers. The matter is impor-

tant because their performance is critical to the entire

leadership.

In addition, the Filipino culture, like many Asian cul-

tures, is very relationship-oriented. It comes as no surprise,

therefore, that the very core strategy for retaining workers

in the Philippines is to cultivate a friendly and relationship-

building atmosphere. In the family, in the school, and in

the work environment, a group or relationship always

exists. This state of relationships may be one of the reasons

why Filipinos are generally described as hospitable, chari-

table, friendly, caring, and family-oriented. Further, Filipi-

nos join an organization or enter into a relationship for

Ansano M. Ampog,Mindanao State University, Marawi City,

PhilippinesEmail: [email protected]

Cultural Values and Job Perfor-mance of the Promotional Staff ofthe Department of Education,Lanao Del Sur and Marawi City,Philippines

ABSTRACTThe study mainly determined whether Filipino cul-tural values influenced the job performance of thepromotional staff of the different divisions of theDepartment of Education in the province of LanaoDel Sur and Marawi City in the Philippines. The datagathered were analyzed using descriptive statistics,Pearson’s product-moment coefficient of correlationand t-test for correlation. Results revealed that mostof the respondents were females, 31-40 years old,married, Muslims, Maranaos, permanently hired byDepEd, had master’s degrees, had been in the ser-vice for 16 years and above, and earned betweenP20,000.00-P24,999.00 per month, the culturalvalues of utang-na-loob (dept of gratitude), balikatanor bayanihan (unity or oneness), pakikitungo(smooth interpersonal relations), galang (respect),pagbabahala, pakikisama or pakikipagkapwa (con-cern for one another), tapang or tibay ng loob (brav-ery or endurance), amor propio or delicadeza (senseof propriety) and awa or malasakit (sympathy) werepracticed by the respondents while their performancelevel was found to be very satisfactory. The test re-sults revealed that only three socio-economic vari-ables namely; age, sex, and length of service hadsignificant relationship with job performance, testedat 0.05 level of significance. Moreover, seven out ofthe nine cultural values had significant relationshipsto the promotional staff’s job performance. Only amorpropio and awa or malasakit had no significant re-lationships to the respondents’ job performance.KEYWORDS: Cultural values, Socio – demographicprofile, cultural practices, job performance, depart-ment of education

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

51Journal of Government and Politics Vol.6 No.1 February 2015

reasons such as need for acceptance, reaction to

pressures, employment requirements and others.

Specifically, a relationship or group always has

rules. These rules may be defined. They become

the basis for describing or judging the individual,

as a member of the group or relationship and the

group or relationship itself.

The success of the organization of the relation-

ship mainly depends upon how the members

related to each other and coordinate efforts which

in turn, depend upon how they see the group or

the relationship as an end or means to an end.

There are many Filipino values that interplay in

the life of an organization and in the task of a

managerial leader. First is planning which includes

ningas-cogon, bahal na, and pasahan ng trabaho.

Second is organizing which includes pakikisama,

utang-na-loob, sakop system, bata-bata system. Third is

executing or implementing which includes Filipino

time, palusot, hiya and pakikisama. And fourth is

controlling which includes manloloob, kanya-kanya,

and takipan.

Considering the importance of integrating the

Filipino employees in the life of the organization,

the leader must understand that Filipino values

have positive and negative polarities. Thus, he

must know how to bring out the positive polarity

of the Filipino values.

In particular, the promotional staff acts as the

administrative head of a certain section at the

DepED. As a leader, he must have positive values.

If a leader’s values are continually being called in a

question by his subordinates, he cannot continue

to function as a leader. He must consistently set an

example of the values of fairness, integrity, and

high moral character.

Values may be defined as those standards of

which a group or society judges the desirability and

importance of persons, ideas, actions, goals and

other socio-cultural objects. Values are shared

convictions or beliefs in what are considered

contributory to the welfare of the group (Bustos, et

al., 1985).

From these definitions, one can clearly see how

values are affected by society and, in turn, how

society can be affected by the values held by its

members. It is from the way society contributes to

the upbringing of the individual that he gets to

develop a certain set of values. This very same set

of values will determine whether or not he would

become an asset or a liability to the social group

where he belongs. It is, therefore, the role of the

school, as an agent of education, to interfere and

perform its parts in the development of whole-

some attitudes and values in the learners. Truly,

values education has an immeasurable role to play

in national development. Research Objectives /

Problems

Ø Determine the socio – demographic Profile of

the Promotional Staff of the Department of

Education in Lanao Del Sur and Marawi City,

Philippines.

Ø Determine the extent of adherence of the

promotional staffs to cultural values and prac-

tices.

Ø Identify the promotional staff’s job perfor-

mance.

Ø Establish the significant relationships between

promotional staff’s socio – demographic profile

and their level of job performance.

Ø Determine the significant relationships between

the promotional staffs’ extent of adherence to

cultural values and practices and their level of

job performance.


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Ø Identify the related issues and problems encoun-

tered relevant to cultural values and practices.

Ø Establish solutions to issues and problems on

cultural values that may affect their job perfor-

mance.

THEORETICAL FRAMEWORKThe perspective of Filipino cultural values was

utilized in the conceptualization of this paper.

Filipino cultural values are widely held beliefs

which make some activities, relationships, goals

and feelings important to the Filipino people’s

identity. When these Filipino values coalesce and

mesh in a mutually supportive system, it is called

“Filipino value system”.

In the Philippines, it is obvious that culture has

a tremendous impact on the management of

Filipino organization and companies. Thus, the

national culture is an important ingredient in

shaping organizational values and practices for the

workforce to adopt in the work environment. For

example, pakikitungo (sense of being civil with) as a

cultural value may affect job performance of the

employee but it is the role of the management to

call the attention of the person concerned to

correct such practices. This value can be labeled as

positive value if it is appropriate and acceptable to

the existing rules and policies of any organization

(Andres, 1998).

Furthermore, the Filipino holds some cultural

values in high esteem. Amor propio (self- respect),

pakikitungo (transacting of being civil with),

pakikipagkapwa (sense of fellow being), delicadeza

(propriety), hiya (shame), utang-na-loob (debt of

gratitude), pakikisama (getting along) and religiosity

are ingredients of every day interpersonal relations

inside and outside the organization. These lend

unique qualities to his relationship with his fellow-

men (Bautista, V. 1993).

Valera (1987) cited by Jovita (2012) emphasizes

that Filipinos hold their cultural values in high

regard and some of these values are honor (amor

propio), propriety (delicadeza), shame (hiya), debt of

gratitude (utang-na-loob), and getting along

(pakikisama) which are vital factors in their inter

and intra personal relations within communities.

As these values affect the function of those in the

organization, it seems that the dissatisfaction of the

members of the society towards those working in

any organization has become rampant and what

aggravates the impact of this trend (dissatisfaction)

is the fact that there are many different faces of

Filipino organizational culture.

The importance of studying cultural values is

enhanced by the fact that it may affect the kind of

performance that individual in an organization

has. Therefore, these Filipino cultural values are

sources or bases of decision making in any group of

people in organization. Such decisions affect the

performance of that particular group or organiza-

tion.

Hence, Byars, et. al. (2000) cited by Jovita (2012)

define performance as the degree of accomplish-

ment of the tasks that make up an employee’s job.

It reflects how well an employee is fulfilling the

requirements of a job. They further explained that

performance is often confused with effort, which

refers to energy expended and that performance is

measured in terms of results. However, according

to Deblois and Corriveau (1994) a strong outcome-

oriented culture and an obsession with quantitative

performance indicators coupled with unethical

behaviors may be detrimental to an organization’s

effectiveness.


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Meanwhile, the frequency of an employee’s

performance is directly related to his personal

knowledge of the job, attributions or value, com-

mitment, and his technical knowledge of the

assignment (Ignilan, 2001).

Also, the job performance of an employee

represents his moral standards or values, like

honesty. This value may be tested in the integrity

or the tendency of an employee to either succumb

to bribery, cheating, or stealing inside the work-

place (Sutaria, 1996).

The practice of cultural values in the work place

if put in a proper perspective, does affect job

performance among employees. Most often than

not, these cultural values may make or break their

performance in the work place. In the exercise of

the functions of the promotional staff, sometimes

these cultural values affect their own decision

making. The schematic diagram in Figure 1 pre-

sents the relationships of the variables in this study.

The following terms are defined either concep-

tually or operationally in order to facilitate easy

understanding on the various concepts used in this

study. The terms that are necessary to be under-

stood are defined for the purpose of clarity.

Amor Propio/Delicadeza. This refers to self-

esteem. It is sensitivity of the self-centered type

(Andres, 1981). It is shown in the sensitivity of a

person to hurt feelings or insult-real or imagined.

Awa/Malasakit. This is crisis-oriented. Andres

(1981) defines it as pity, compassion, mercy, charity,

kindness, loyalty, sincerity and faithfulness.

Balikatan/Bayanihan. This means burden shar-

ing and cooperation. It is shown through the

cooperative endeavor of the school administrators,

the teachers and parents in the school and in the

community (Andres, 1981). In this study, this

describes, among others, whether the promotional

staff sees to it that work of teachers is coordinated,

accepts new ideas in formulating policies for school

improvement, solicits teamwork in achieving goals,

or acts on school problems after due consultation

with the teachers.

Cultural values. According to Palispis (2000),

cultural values are principles that sustain connec-

tions with one’s cultural roots. They help one feel

connected to a larger community of people with

similar backgrounds.

Emotional Imperative. In this study, these are

values that pertain to one’s courage, steadfastness

and firmness. This is demonstrated by such values

as tapang/tibay ng loob, amor propio/delicadeza,

and awa/malasakit.

Galang. As used in this study, it is one of the

important moral norms in interpersonal relations.

It is used to prevent people from losing face or

from being embarrassed or shamed and to avoid

conflicts. It is respect for the opinions or ideas of

others, respect for elders, courtesy and politeness.

Job Performance. In this study, this pertains to the

ability of the respondents to do their task engage-

ment. According to Campbell as cited by Hooper

(2007), job performance is the behavior or action

that is relevant to organization’s goals which can be

scaled or measured in terms of level of proficiency

or contribution to goals that is represented by a

particular action or set of actions.

Moral Imperative. In this study, the term referred

to personal honor and dignity (Jocano, 1982). In

Filipino, this refers to dangal. Several norms in this

study supportive of dangal include pagbabahala,

galang, and utang na loob (Tina-an, 1999).

Pagbabahala. This is another aspect of the

Filipino values and culture. Enriquez (1988) views


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

bahala na as a combination of fatalism and deter-

minism.

Pakikisama. This refers to the concept of good

human relations and implies giving in or yielding

to the wish of the majority even if it contradicts

one’s ideas (Panopio, et. al., 1988). At times, the

word pakikisama is used synonymously with

smooth interpersonal relationships. It means

giving in and following the lead or suggestions of

another, or “concession” (Pascasio, 1996). In this

study, pakikisama is commonly practice by the

promotional staffs especially observed during

gatherings, wherein they give way to the decision

of the majority of their groups.

Pakikitungo. In this study, this means transacting

or being civil with (Mataragnon, 1988). According

to Jocano (1988), it means to adapt to situations

over which one has no control of.

Promotional Staff. In this study, this is also known

as the Education Supervisor. It is defined as a

person who assists the superintendent in carrying

out the education programs in the division and

visits the different districts, elementary and second-

ary schools in the division to provide assistance to

district supervisors, principals, and teachers in

evaluating and improving their work (DECS

Manual, 2000).

Relation Imperatives. In this study, this refers to

the perceived state of being on equal terms with

others, as in being members of the same organiza-

tion, peers group, nationality or race (Jocano,

1982).

Tapang or Tibay ng Loob. This means bravery,

courage and strength of will (English, 1986). In this

study it refers to the school administrator’s way of

showing courage as in giving firm decisions, recom-

mending teachers for promotion and initiating

school programs and projects with determination.

Utang na Loob. This means debt of gratitude or

sense of gratitude which is an almost absolute and

permanent binding relationship one has with the

other. It is established when interactions are

carried out in the name of friendship, is sought

after, or offered voluntarily as in time of crisis.

RESEARCH METHODSThere were 2 sets of respondents for this study.

The first set of respondents included all of the 52

promotional staff of the Department of Education

(DepEd) in the province of Lanao Del Sur and

Marawi City in the philippines. The second set

includes 312 teachers of National High School of

Lanao Del Sur and Marawi City Divisions. Thus,

the sum total of the respondents in the study was

365.

The instrument used in this study was a struc-

tured questionnaire which came in three sets. The

first set gathered information on the socio-demo-

graphic profile of the promotional staff comprising

their age, sex, civil status, religious affiliation,

ethnic affiliation, employment status, educational

attainment, length of service, and salary grade.

The second set covered the Filipino values

(cultural values) arranged by group as: 1) Relational

Imperatives with such values as pakikisama,

balikatan/bayanihan, and pakikitungo; 2) Emotional

Imperatives with such values as tapang/tibay ng loob,

amor propio/delicadeza, and awa/malasakit; and 3)

Moral Imperatives with pagbabahala, galang and

utang-na-loob.

The third set of questionnaire dealt on job

performance which came in three primary sets: 1)

the description of job performance based on their

latest performance evaluation rating (PER); 2)


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

identifying cultural related problems encountered

that affect their job performance such as political

intervention, favoritism, nepotism, hiya (shame),

barkada (friend) and others; and 3) respondents

suggestions to remedy the identified cultural

related problems.

The responses were scored in reference to the

cultural values of the promotional staff. The

respondents indicated their answers by checking

any of the five choices as follows:

5 - Always

4 - Often

3 - Sometimes

2 - Seldom

1 - Never

The interpretations of the results adopted the

following categorization (see Table 1):

RESULTS AND ANALYSISSOCIO DEMOGRAPHIC PROFILE OF THE PRO-MOTIONAL STAFF

The profile of the promotional staff of the

Department of Education in the province of Lanao

Del Sur and Marawi City were female (90.38%),

31-40 years old (46.15%), married (86.54%), Mus-

lim (96.15%), Meranao (96.15%), permanently

hired by DepEd (100%), has a master’s degree

(40.38%), has been in the service for 16 years and

above (50%), and earns between P20,000.00-

24,999.00 per month (55.77%).

MEAN RATINGS OF THE CULTURAL VALUESAND PRACTICES IN THE AREA OF PAKIKISAMAOR PAKIKIPAGKAPWA

With mean average of 3.19 described as some-

times practiced. This means that cultural value of

pakikisama or pakikipagkapwa was sometimes

practiced by the promotional staff.

While the promotional staffs were observed to

have always used polite language when talking to

teachers; were seen as friendly and just and fair in

their dealings and relationships with teachers,

parents, pupils and people in the community; used

persuasive words to avoid conflict with teachers, it

was still largely observed that they sometimes

TABLE 1. CATEGORIZATION FOR THE INTERPRETATION OF THE RESULTS OF THE STUDY


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

settled disagreement in a loud/domineering voice.

The respondents also revealed that the promo-

tional staffs seldom practiced threatening of pupils

or teachers who contradict their ideas, openly

criticizing poor work performance of teachers, not

participating in community activities, and repri-

manding teachers in front of pupils.

Pinangot (1985) affirmed that while pakikisama

is the ability to get along with others in such a way

as to avoid signs of conflict, when carried to ex-

tremes, pakikisama can be a detrimental tool for

leadership. The leader should know, when, where

and how to use pakikisama. Otherwise, the benefits

that could be derived from this value would be

offset by its apparent weaknesses.

MEAN RATINGS OF THE CULTURAL VALUESAND PRACTICES IN THE AREA OF BALIKATANOR BAYANIHAN

The table exhibits an average mean rating of

3.34 described as sometimes. This means that the

cultural value of Balikatan or Bayanihan was some-

times practiced by the promotional staffs. This

indicates that while the promotional staffs were

observed to have often seen to it that work of

teachers is coordinated; participated, cooperated

and contributed to the development of their

school and community; accepted new ideas in

formulating policies for school improvement;

solicited teamwork in achieving goals; and acted on

school problems after due consultation with the

teachers; they likewise manifested values not often

described as indicators of balikatan or bayanihan.

For example, the promotional staff were ob-

served to have worked hard in arriving at a deci-

sion for their personal recognition; accounted

school improvement/accomplishment as their own

work; worked independently in making action

plans for the school; refused open communication

in the formulation of policies for school improve-

ment; and decided by themselves what should be

done on school projects without consulting the

PTCA or Parent-Teachers’ Community Association.

This finding is affirmed by Anders (1989) who

mentioned that the value of bayanihan still remains

in every Filipino but the initiative of intensifying

and expressing it has become so dormant that

people seem to care only in times of crisis and

calamities. Bayanihan is a value that can play a big

role in team building. It is the Filipino value that

denotes camaraderie among the people in the

community; and connotes helping one another in

time of need. A Filipino adage that depicts this

value is “kung sama-sama, kayang-kaya.”

MEAN RATINGS OF THE CULTURAL VALUESAND PRACTICES IN THE AREA OFPAKIKITUNGO

The over-all mean average of 3.16 described as

sometimes means that the cultural value of

pakikitungo was sometimes practiced by the promo-

tional staff.

In particular, this shows that the promotional

staffs were observed to have often given sugges-

tions which are easy to understand; given praises to

good work done by the teachers; found time to

listen to ideas/opinions of the teachers; allowed

teachers freedom in their work; and looked into

the personal welfare of others.

The findings, however, shows that the promo-

tional staff sometimes made teachers feel that their

observations are final. They sometimes treated

people they do not know with discrimination. They

sometimes lacked sense of humor and they some-


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

times ignored pupil’s suggestions concerning school

activities. Further, they seemed unfriendly to their

subordinates.

Indeed, looking at the definition of pakikitungo

very closely which means “to act humbly, to be

civil, to conduct oneself in the most appropriate

way with people, to have proper attitude,” it can be

deduced that the promotional staffs did not prac-

ticed this value always. As a norm, pakikitungo was

ego-oriented. It governs how an individual Filipino

should personally behave towards others in specific

situations (Manila Bulletin, 2003).

MEAN RATINGS OF THE CULTURAL VALUESAND PRACTICES IN THE AREA OF TAPANG ORIBAY NG LOOB

The average mean rating of 3.15 described as

sometimes means that the cultural value of tapang

or tibay ng loob was sometimes practiced by the

promotional staff.

In particular, the table shows that the promo-

tional staff were observed to have provided post

observation conferences with teachers; initiated or

set projects with determination to finish them;

allowed teachers to used their own solutions to set

problems without questions; did not question the

teacher’s decisions; and did not elaborate issues on

school policies set during assemblies.

However, the promotional staffs sometimes

practiced the cultural value of tapang or tibay ng

loob. They sometimes waited for the teachers or

parent-teachers’ community association to initiate

projects; sometimes gave firm decisions concerning

teachers and school matters; sometimes gave

mostly positive comments during class visitations;

seldom recommended observing teachers for

promotion; and seldom reading to give explana-

tion on formulated school policies. In other words,

using Guevara’s (2004) interpretation of tibay ng

loob, it can be said that the promotional staff

sometimes practiced only being strong and firm in

idealism and goodwill.

TABLE 2. PROFILE OF THE RESPONDENTS


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

MEAN RATINGS OF THE CULTURAL VALUESAND PRACTICES IN THE AREA OF AMORPROPIO OR DELICADEZA

With an average mean rating of 3.09 described

as sometimes. This means that the cultural value of

amor propio or delicadeza was sometimes practiced by

the promotional staff. In particular, the promo-

tional staffs were observed to have often operated

in the same way without elevating its results and

rated teachers objectively to avoid negative re-

marks from teachers.

Amor propio means “self-esteem” pricked amor

propio can cause sudden violence in Filipino inter-

personal relations. A Filipino is actually expected by

other Filipinos to be sensitive to feelings of others,

to avoid hurting the amor propio (Tingog.com,

2009). In this case, the promotional staffs were not

always sensitive to the feelings of the teachers and

the community. It can be seen here that the

promotional staffs were not very cautious of their

dealings. Amor propio or delicadeza has not discour-

aged the inefficiencies and ineffectiveness in their

leadership behavior (http://

edlinesses.multiply.com/jounal/item/5, 2006).

MEAN RATINGS OF THE CULTURAL VALUESAND PRACTICES IN THE AREA OF AWA ORMALASAKIT


sometimes indicated that the cultural value of awa

or malasakit was sometimes practiced by the promo-

tional staff. This means that the promotional staff

had not regularly shown awa or malasakit to the

teachers and students. They seemed to be unmind-

Scaling:1.00 – 1.80 = Never (N)1.81 – 2.60 = Seldom (Se)

TABLE 3. MEAN RATING OF CULTURAL VALUES AND PRACTICES AS PERCEIVED BY THE RESPONDENTSIN THE AREA OF PAKIKISAMA OR PAKIKIPAGKAPWA

2.61 – 3.40 = Sometimes (So)3.41 – 4.20 = Often (O)4.21 – 5.00 = Always (A)


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○


TABLE 4. MEAN RATING OF CULTURAL VALUES AND PRACTICES ON BALIKATAN OR BAYANIHAN



TABLE 5. MEAN RATING OF CULTURAL VALUES AND PRACTICES ON PAKIKITUNGO



○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

ful of the concerns of teachers such as workload or

the concerns of students such as teachers collecting

unauthorized fees.

According to Claver (1986), in the Filipino

culture, there are two sources of social strength:

lakas and awa. The first is possessed by the power-

ful; it is their capacity to get what they want be-

cause of politico-economic-military resources. The

second, awa, belongs to the apparently powerless; it

stems from their vulnerable position which stimu-

lates intense compassion in others. At EDSA, the

two forms of power fused with the Christian

notion of altruism: “power not for personal advan-

tage alone, but for the common good; compassion

not for action out of charity alone, but more

fundamentally out of justice.”

MEAN RATINGS OF THE CULTURAL VALUESAND PRACTICES IN THE AREA OFPAGBABAHALA


sometimes means that the cultural value of

pagbabahala was sometimes practiced by the promo-

tional staff.

This finds affirmation from Ignilan (2001) who

looked into the comparative effects of the cultural

values of Muslim and Christian non-teaching

personnel on job performance. The findings of her

study showed that the Muslim and Christian non-

teaching personnel of Iligan City School seldom

practiced the cultural value of bahala na.

On the other hand though, this value strength-

ens the Filipino’s ability to survive and endure

despite difficult times and often little resources.

The Filipino faith is related to the concept of


TABLE 6. MEAN RATING OF CULTURAL VALUES AND PRACTICES ON TAPANG OR TIBAY NG LOOB



○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

bahala na (“it’s up to God” or “Leave it to God”),

which has tended to be incorrectly equated with an

expression of fatalism and a passive acceptance or

resignation to fate. Bahala na can instead be viewed

more positively as determination in the face of

uncertainty or stressful, problematic conditions.

Although it is an indication of an acceptance of the

nature of things, including one’s own inherent

limitations, bahala na operates psychologically to

elevate one’s courage and conviction to persist in

the face of adversity and to improve one’s situation

(Enriquez, 1987; Okamura and Agbayani, 1991).

MEAN RATINGS OF THE CULTURAL VALUESAND PRACTICES IN THE AREA OF GALANG

The findings exhibits an average mean rating of

3.04 described as sometimes. This indicated that

the promotional staffs sometimes practiced the

cultural value of galang.

The table enumerates the observations that the

promotional staff have always or often trusted

teachers in their respective works; respected the

teachers’ dignity or rights; let members know what

he expected from them; and just and fair in deal-

ing with teachers, pupils and parents.

Andres (1989) explained that the value of galang

has its origins in the family. Authority in the

Filipino family is determined not only by sex but

also by age, with the grandparents playing an

influential role. After the parents, the oldest child

exercises authority over the rest, and this principle

holds true down the line.

In addition, any other brother or sister has

authority over the younger and cannot be treated

disrespectfully. Hence, paggalang sa nakakatanda or

respect for elders is observed where respect for

seniority is given much value rather than to one’s

ability, skill or education. This value extends to

other organizations hence some young supervisors

find it hard to implement policies over elder

subordinates.


TABLE 7. MEAN RATING OF CULTURAL VALUES AND PRACTICES ON AMOR PROPIO OR DELICADEZA



○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○


TABLE 8. MEAN RATING OF CULTURAL VALUES AND PRACTICES ON AWA OR MALASAKIT



TABLE 9. MEAN RATING OF CULTURAL VALUES AND PRACTICES ON PAGBABAHALA



○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

MEAN RATINGS OF THE CULTURAL VALUESAND PRACTICES IN THE AREA OF UTANG NALOOB

With the average mean rating of 3.15 inter-

preted as sometimes. This indicates that the pro-

motional staffs sometimes practiced the cultural

value of utang na loob. This value was characterized

by unequal repayment with no prior agreement,

explicit or implicit, on the form or quantity of the

return. Hence, this value demands that a Filipino

repay the favor that was done to him. The Filipino

had been coaxed to do things against his will for

the sake of this value.

OVER-ALL MEAN RATINGS OF THE CULTURALVALUES AND PRACTICES

All of the cultural values of utang na loob (3.15),

balikatan or bayanihan (3.34), pakikitungo (3.16),

galang (3.04), pagbabahala (3.04), pakikisama or

pakikipagkapwa (3.19), tapang or tibay ng loob (3.15),

amor propio or delicadeza (3.09), and awa or malasakit

(2.99) were sometimes practiced by the promo-

tional staff.

TABLE 12. OVER-ALL MEAN RATING OF CULTURAL VALUES AND PRACTICES

Scaling:1.00 – 1.80 = Never (N)1.81 – 2.60 = Seldom (Se)2.61 – 3.40 = Sometimes (So)3.41 – 4.20 = Often (O)

4.21 – 5.00 = Always (A)


TABLE 10. MEAN RATING OF CULTURAL VALUES AND PRACTICES ON GALANG



○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

It can be implied that the promotional staffs

have learned how to compartmentalize their

feelings or emotions, while these cultural values of

utang na loob, pakikisama, bayanihan,

pakikitungo, galang, and others were so ingrained

in their system, they were able to manage it and

have taken great leaps to put responsibility over

and above relationships.

LEVEL OF THE PROMOTIONAL STAFF’S JOBPERFORMANCE

The average mean rating of 77.71 indicated that

the promotional staff’s job performance level was

very satisfactory.

In particular, this suggests that the promotional

staff plan and organized their work and they get it

done at specific times (75.26). They analyze their

problems before they even arrive at decisions

(75.77). Their leadership and personnel manage-

ment skills are great (85.77). They have good public

relations and are actively involved in community

activities (79.81). They may need more effort to

accurately and promptly submit reports, statistics

and budget proposals (71.92) and utilize or allocate

resources to target groups (71.54). Indeed, the

promotional staffs are doing a great job team

working with the nation’s desire to increase pupil

performance.

CORRELATION BETWEEN THE PROMOTIONALSTAFF’S SOCIO-DEMOGRAPHIC PROFILE ANDTHEIR JOB PERFORMANCE

Among the nine socio-demographic characteris-

tics of the promotional staff, only three namely age

(r value of 0.2923 = LC, t-test value of 3.6674 > 2.25),

sex (r value of 0.3676 = LC, t-test value of 4.7437 >


TABLE 11. MEAN RATING OF CULTURAL VALUES AND PRACTICES ON UTANG NA LOOB



○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

2.25), and length of service (r value of 0.2237 = LC,

t-test value of 2.7539 > 2.25) have significant rela-

tionships with their job performance. The rest of

the variables namely, civil status, religious affilia-

tion, ethnic affiliation, employment status, educa-

tional attainment, and salary grade do not have

significant relationship to their job performance.

These results show that the promotional staff’s job

performance level is affected or influenced by their

age, gender, and length of service while the rest of

the variables do not affect their level of job perfor-

mance.

CORRELATION BETWEEN THE PROMOTIONALSTAFF’S CULTURAL VALUES AND THEIR JOBPERFORMANCE

Seven out of the nine cultural values have

significant relationships to the promotional staff’s

job performance namely, in descending order,

utang na loob (r value of 0.2741 = LC, t-test value of

3.4195 > 2.25), balikatan or bayanihan (r value

0.2624 = LC, t-test value of 3.633 > 2.25), pakikitungo

(r value 0.2623 = LC, t-test value of 3.2621 > 2.25),

galang (r value of 0.2618 = LC, t-test value of 3.2547 >

2.25), pagbabahala ( r value of 0.2398 = LC, t-test

value of 2.9645 > 2.25), pakikisama or

pakikipagkapwa (r value of 0.2361 = LC, t-test value of

2.9157 > 2.25), and tapang or tibay ng loob ( r value of

0.2330 =LC, t-test value of 2.8752 > 2.25). Hence,

the leading cultural value was utang na loob and the

least to affect job performance was tapang or tibay

ng loob. Only Amor propio or delicadeza (r value of

0.1537 = VLC, t-test value of 1.8664 < 2.25) and Awa

or malasakit (r value of 0.1962 =VLC, t-test value of

2.2007 < 2.25) have no significant relationships to

the promotional staff’s job performance. This is

affirmed by Roughton (2008) who considers eight

factors affect performance and one of which is

attitude and behaviors which are basically shaped by

one’s cultural values.

MEAN RATINGS OF ISSUES AND RELATED PROB-LEMS ENCOUNTERED BY THE PROMOTIONALSTAFF

With an average mean rating of 3.56 interpreted

as disagree. This suggests that the respondents did

not agree that such problems as political interven-

tion, favoritism, nepotism, hiya (shame), and

barkada (friend), were encountered in the perfor-

mance of their duties and tasks. This means that

there could be other problems that were encoun-

tered but not these problems.

This finding contradicts what Jocano (1981)

theorized that personalism, familism, and particu-

larism (or popularism) are the three elements that

underlie Filipino values and value orientation.

Hence, based on this theory, Filipinos tend to give

more emphasis to interpersonal relations or to face-

to-face encounters and emphasizes the welfare and

interest of the family over the welfare and interest

of the community.

TABLE 16. MEAN RATINGS OF PROBLEMS AND RELATED ISSUES ENCOUN-TERED BY THE PROMOTIONAL STAFFS

Scaling:1.00 – 1.80 = Strongly Agree (SA)1.81 – 2.60 = Agree (A)2.61 – 3.40 = Undecided (U)3.41 – 4.20 = Disagree (D)

4.21 – 5.00 = Strongly Disagree (SD)


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

MEAN RATINGS OF RECOMMENDED SOLU-TIONS TO THE ISSUES AND PROBLEMS EN-COUNTERED

With an average mean rating of 4.08 inter-

preted as disagree. This result signifies that the

promotional staffs in Lanao Del Sur and Marawi

City have not encountered problems that result

from the extreme practices of such Filipino values

as utang na loob, awa or malasakit, pagbabahala or

pakikisama. They were cautious in the degree by

which they practiced their work values. These are

Scaling:87 – 100 = Outstanding (O)73 – 86 = Very Satisfactory (VS)

TABLE 13. LEVEL OF THE PROMOTIONAL STAFF’S JOB PERFORMANCE

TABLE 14. CORRELATION BETWEEN THE PROMOTIONAL STAFF’S SOCIO-DEMOGRAPHIC PROFILE AND THEIR JOBPERFORMANCE

Analysis of r: t.v. = 2.25 0.05 = level of significance

r from (+-) 0.00 to (+-) 0.20 = Very Low Correlation (VLC)r from (+-) 0.21 to (+-) 0.40 = Low Correlation (LC)r from (+-) 0.41 to (+-) 0.70 = Moderate Correlation (MC)r from (+-) 0.71 to (+-) 0.90 = High Correlation (HC)r from (+-) 0.91 to (+-) 0.99 = Very High Correlation (VHC)r = (+-) 1 = Perfect Correlation (PC)

35 – 72 = Satisfactory (S)34 and below = Unsatisfactory (U)


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

the very values that sustained them in the perfor-

mance of their duties as education supervisors. It

should be noted that people have different atti-

tudes and have different kinds of value system

towards work. The attitude of an individual person

towards work is very necessary in efficiently per-

forming duties in the office or in school.

CONCLUSIONS AND RECOMMENDATIONSThe findings which posits that all of the cultural

values of utang na loob, balikatan or bayanihan,

pakikitungo, galang, pagbabahala, pakikisama or

pakikipagkapwa, tapang or tibay ng loob, amor propio or

delicadeza, and awa or malasakit were sometimes

practiced by the promotional staff shows that these

cultural values were not often or always practiced

by the promotional staff.

The leading cultural value that affects the job

performance of the promotional staff was utang na

loob and the least to affect was tapang or tibay ng

loob. Only amor propio or delicadeza and awa or

malasakit have no significant relationships to the

promotional staff’s job performance. This suggests

that these Filipino cultural values have an impact

to the way the promotional staff performed their

duties and responsibilities. These values influence

their behavior towards work to a certain extent. It

can be implied from the results of this study that

these female promotional staff have learned how

to compartmentalize their feelings or emotions.

While these cultural values of utang na loob,

pakikisama, bayanihan, pakikitungo, galang, and

TABLE 15. CORRELATION BETWEEN THE PROMOTIONAL STAFF’S CULTURAL VALUESAND THEIR JOB PERFORMANCE

Analysis of r: t.v. = 2.25 0.05 = level of significance

r from (+-) 0.00 to (+-) 0.20 = Very Low Correlation (VLC)r from (+-) 0.21 to (+-) 0.40 = Low Correlation (LC)r from (+-) 0.41 to (+-) 0.70 = Moderate Correlation (MC)r from (+-) 0.71 to (+-) 0.90 = High Correlation (HC)r from (+-) 0.91 to (+-) 0.99 = Very High Correlation (VHC)r = (+-) 1 = Perfect Correlation (PC)


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

others were so engrained in their system, they were

able to manage it and have taken great leaps to put

responsibility over and above relationships. There-

fore, training and seminar-workshops where

administrators or supervisors are taught to create a

balance between their cultural values practices and

their job responsibilities should be made more

often since cultural value practices of the promo-

tional staff affect their job performance. Well-

performing promotional staffs should be com-

mended, praised, recognized and rewarded to

inspire and challenge other erring government

officials or employees especially those who repre-

sent the educational system. Maintain the efficient

and effective recruiting policies and procedures

consistent with diversity objectives and equal

employment opportunity. Finally, maintain the

balance between the negative and positive polarity

of the Filipino’s cultural values of utang na loob,

balikatan or bayanihan, pakikitungo, galang,

pagbabahala, pakikisama or pakikipagkapwa, and

tapang or tibay ng loob to sustain a very satisfactory

job performance from all employees.

REFERENCES:Andres, Thomas D. (1985). Management by

Filipino values: A sequel to understanding

Filipino values. Quezon City: New Day Publish-

ers.

Banks, J. A. (1997). Educating citizens in a

multicultural society. New York: Teachers

College Press.

Bautista, V. A., et. al. (1993). Introduction to public

administration in the Philippines: A reader. U.P

Quezon City: University of the Philippines and

the College of Public Administration.

Davies, D. R., and Sparrow, P. R. (1985). Age and

work behavior. In N. Charness (Ed.), aging and

human performance. Chichester: John Wiley

and Sons.

Mutilan, Mahid M. (2003). Leading a new begin-

ning at Dep.Ed-ARMM. Cotabato City: DepEd-

ARMM.

Newstrom, John W. and Davis, Keith. Organiza-

tional behavior: Human behavior at work (10th

Edition).

Sleeter, C. (1996). Multicultural education as social

TABLE 17. MEAN RATINGS OF RECOMMENDED SOLUTIONS TO PROBLEMS AND ISSUES ENCOUNTERED BY THE PROMOTIONAL STAFFS

Scaling:1.00 – 1.80 = Strongly Agree (SA)1.81 – 2.60 = Agree (A)

2.61 – 3.40 = Undecided (U)3.41 – 4.20 = Disagree (D)4.21 – 5.00 = Strongly Disagree (SD)


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

activism. Albany, New York: SUNY Press.

Sleeter, C. E., and Grant, C. (1994). Making

choices for multicultural education: five ap-

proaches to race, class and gender. Englewood

Cliffs, NJ: Prentice Hall.

Stark, Rodney (1973). Society today (2nd Edition)

Ziff-Davis Publishing Company. American

Copyright Conventions.

Panopio, Isabel S., et. al. (1994). Sociology: focus on

the Philippines. Quezon City: Ken Incorporated.

Nieto, S. (1996). Affirming diversity: the

sociopolitical context of multicultural education

(2nd edition). White Plains, New York: Teachers

College Press.

___________. (1989). Positive Filipino Values.

Quezon City: New Day Publishers.

Macionis, John J. (1991). Sociology: annotated

instructor’s edition (third Edition). Englewood

Cliffs, New Jerseys: Prentice Hall.

Mindanao State University, Marawi City, Email: … · convictions or beliefs in what are considered...

Documents

Transcript of Mindanao State University, Marawi City, Email: … · convictions or beliefs in what are considered...