Rhoda B. Galangco, PhD
Elmer C. Eligio, PhD
This study was conducted during the summer term of 2010. All the faculty members were taken as respondents; however, only 62.06% participated in answering the questionnaire. Informal interviews in the form of conversations were conducted with some faculty members, program chairs, subject heads, coordinators and club advisers to gain information not captured in the questionnaire. Documentary analysis was also done through the help of some heads of offices who released the data and information requested for purposes of this study. All the information and data gathered from these sources were collated and used to answer the questions posed. Through these sources, it was found out that the faculty members were satisfied with the challenge attached to their work, the support given by their immediate superior and their colleagues, and with the subject they were teaching. They were, however, dissatisfied with a lot of things such as their salary and honorarium received for other tasks, number of teaching preparations, number of students per class, and the implementation of policies regarding workload. Further, the faculty members signified they slightly agree with the workload policies and practices. The practice they disagreed with was giving a teacher more than one responsibility, such as being an outreach coordinator and at the same time a subject head and a club adviser. They also slightly agreed that the loading committee will distribute the teaching loads to faculty members, that the subjects in their college will be given to teachers from other colleges, that the minimum teaching load of a full-time faculty member is 24 units; and for the subject heads, that the number of teachers they handle is the basis for their release time and that their release time is counted part of their teaching load. The release time given to those with other responsibilities beyond teaching vary according to the number of faculty members they handle (as in the case of subject heads) and according to the discretion of the dean contributing to their dissatisfaction with their workload. The dissatisfaction of the faculty members does not only stem from economic inequity but also relativity in the implementation of policies and when they compare their work and salary with each other. The workload of the faculty members also affect much their teaching performance, scholarly activities, and service to the college/university. The faculty members devote more time to their teaching function rather than engaging in scholarly activities such as doing research and writing instructional materials such as manuals and modules. This is caused by overload.
Source: UB Research Journal, Vol. XXXIV, No. 2, July – December 2010