THE VOICE OF CONTRACTUAL TEACHERS: BASIS FOR

GOVERNMENT ACTIONS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 41
Issue 6
Pages: 749-759
Document ID: 2025PEMJ3993
DOI: 10.70838/pemj.410607
Manuscript Accepted: 05-22-2025
 Psych Educ, 2025, 41(6): 749-759, Document ID:2025PEMJ3993, doi:10.70838/pemj.410607, ISSN 2822-4353
Research Article

The Voice of Contractual Teachers: Basis for Government Actions

Shiela Marie S. Gainsan*
For affiliations and correspondence, see the last page.
Abstract
This study examined the challenges encountered by contractual teachers in the Tanjay City Division during the school
year 2023-2024, with the goal of identifying government actions that can address their concerns. Specifically, it
assessed the extent to which contractual teachers experience hygiene factors (working conditions, salary and benefits,
and job security) and motivator factors (recognition, responsibility level, and impact of job). It also explored the
relationship between these factors and the overall job satisfaction of contractual teachers. A quantitative descriptive
research design was employed, utilizing a survey questionnaire to gather data from 50 contractual teachers. The
responses were analyzed using statistical tools such as percentage, frequency, weighted mean, and ranking to
determine the extent of challenges faced by contractual teachers and their perceptions of potential government
interventions. The findings revealed that most contractual teachers in the Tanjay City Division are female, aged 25–
34 years old, single, and have 1–3 years of teaching experience. Most of them experienced financial instability due to
insufficient salaries, lack of benefits such as health insurance and paid leave, and the absence of additional
compensation for extra work. Job insecurity further adds to their difficulties, as many have no guarantee of contract
renewal or long-term employment opportunities. Additionally, professional recognition is limited, with many teachers
feeling undervalued and lacking opportunities for leadership roles or career advancement. The study underscores the
urgent need for government interventions to improve the employment conditions of contractual teachers. Addressing
financial instability and job insecurity through timely salary payments, stable employment policies, and enhanced
benefits is crucial to improving their work experience. Additionally, efforts should be made to enhance professional
recognition and provide career development opportunities to foster long-term job satisfaction. Schools and
policymakers should implement support mechanisms such as professional development programs and teacher
retention initiatives to ensure better working conditions, increased motivation, and quality education delivery.
Keywords: contractual teachers, challenges, government actions, hygiene and motivator factors

Introduction
In the evolving landscape of education, contractual teachers, who serve as essential facilitators, play a vital role in the implementation
of educational policies and the delivery of quality learning experiences. However, these educators faced numerous challenges that
affect not only their performance but also the overall quality of education. Contractual teachers are tasked with delivering the curriculum
while fostering a supportive learning environment and addressing the unique needs of their students (Smith & Tran, 2020). Recognizing
and addressing the obstacles they face is crucial for both educational institutions and policymakers to improve educational outcomes.
Research indicated that contractual teachers across various educational systems experience a wide range of difficulties, including
limited access to resources, minimal institutional support, and the challenge of balancing heavy workloads with personal life
responsibilities (Brown & Miller, 2019). Herzberg's Two-Factor Theory provided a useful framework for analyzing job-related
challenges by differentiating between hygiene factors and motivator factors. Hygiene factors, which include elements such as working
conditions, salary, and job security, are crucial for avoiding dissatisfaction but do not necessarily enhance job satisfaction when present.
In contrast, motivator factors, such as professional recognition and opportunities for career advancement, are key to fostering both job
satisfaction and long-term commitment (Herzberg, 1968).
Although substantial research had been conducted on the challenges faced by teachers in general, specific gaps remain in understanding
the unique experiences of contractual teachers within particular regional contexts, such as the Tanjay City Division. Much of the
existing literature focuses on generalized issues faced by educators, often overlooking the localized factors that significantly influence
contractual teachers’ effectiveness and well-being (Rashid et al, 2022). This study aimed to explore the specific challenges encountered
by contractual teachers in Tanjay City during the school year 2023-2024. By offering an in-depth analysis of these challenges, this
research hoped to contribute to a more tailored approach to educational policymaking and the development of support systems for
facilitators.
Research Questions
This study aimed to determine the challenges encountered by contractual teachers assigned in Tanjay City Division during the School
Year 2023 – 2024. Specifically, it sought to answer the following questions
1. What is the profile of the contractual teachers in terms of:
1.1. age;
1.2. sex;

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Research Article

1.3. civil status; and

1.4. years in service?
2. What are the challenges encountered by the contractual teachers in terms of the following:
2.1. hygiene factor; and
2.1.1. working conditions
2.1.2. salary and benefits
2.1.3. security
2.2. motivator factor?
2.2.1. recognition
2.2.2. responsibility level
2.2.3. impact of job
3. What is the extent of the challenges encountered by the contractual teachers in the factors mentioned above?
4. Is there a significant relationship between the contractual teachers’ profile and the extent of the challenges they encountered?
5. What government actions can be suggested/implemented based on the findings of the study?

Methodology
Research Design
This study used the descriptive type of research, with a questionnaire serving as the primary instrument for data collection. This method
is employed to gather information on the challenges faced by contractual teachers in the Tanjay City Division during the School Year
2023-2024. According to Calderon (2018), descriptive research involves the description, recording, analysis, and interpretation of
current conditions or relationships. It focuses on conditions that exist, practices that prevail, and the effects experienced by contractual
teachers in the division, specifically addressing both hygiene and motivator factors as per Herzberg's Two-Factor Theory.
Respondents
The respondents of this study were 50 contractual teachers assigned to different schools within the Tanjay City Division for the School
Year 2023-2024. The study includes a diverse group of contractual teachers to capture a broad range of experiences and challenges,
representing various schools and levels within the division.
Instrument
The questionnaire served as the primary instrument for data collection due to the nature of this study. Part I gathers data about the
profile of the contractual teachers, including age, sex, civil status, and years of service. Part II focuses on the extent of challenges faced
by teachers, particularly in terms of hygiene factors (working conditions, salary and benefits, and security) and motivator factors
(recognition, responsibility level, and impact of the job). Part III collects suggestions for government actions to address these
challenges, allowing respondents to indicate which actions they believe should be implemented.
Procedure
Gathering of Data. Before data collection, the researcher seeks approval from the necessary authorities within the Tanjay City Division.
A formal request is sent to the Department of Education’s division office, informing them of the purpose of the research and requesting
permission to distribute the questionnaire to contractual teachers. Once approval is granted, the researcher distributed the questionnaires
to the selected respondents. The teachers are briefed about the study’s objectives, assured of confidentiality, and given instructions on
how to complete the questionnaire. After responses are collected, the data is reviewed, tabulated, and prepared for analysis. This
involves checking the responses for completeness and accuracy before proceeding with statistical treatment.
Data Analysis
The statistical tools used for analysing the data in the study were as follows: Problem No. 1 and 5 involved the use of frequency
distribution, percentage, and ranking to address the profile of the respondents. For Problems 2 and 3, the weighted mean formula was
applied. For Problem No. 4, to determine the relationship between the profile of the contractual teachers and the extent of the challenges
they encountered, the chi-square test was employed.
Results and Discussion
This section deals with the presentation, discussion, interpretation and analysis of the data gathered in this study.
Table 1.1. Profile of the Respondents in terms of Age
Age (In Years) Frequency (f) Percentage (%) Rank
25 – 34 41 82 1
35 – 44 7 14 2
45 – 54 2 4 3
Total 50 100

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Research Article

Table 1.1 presents the profile of the respondents in terms of age. The data show that the majority of the respondents 41 or 82% belong
to the 25–34 age bracket, followed by 7 or 14% in the 35–44 age group. Only 2 or 4% of the respondents fall within the 45–54 age
bracket.
The dominance of younger teachers (25–34) in contractual positions suggests that early-career professionals are more likely to take on
non-permanent teaching roles. The low percentage of older teachers (45 and above) implies that contractual teaching is not a long-term
career choice, as many may shift to more stable jobs over time.
According to García & Weiss (2019), young teachers often struggle with financial instability and job insecurity, leading to higher
attrition rates in contractual positions. Similarly, Sharma (2021) found that contractual teachers typically leave within the first five
years due to low wages and lack of career growth opportunities. These findings align with the current study, as most respondents are
in the early stages of their careers, indicating that contractual teaching serves as a temporary position for many educators.
Table 1.2. Profile of the Respondents in terms of Sex
Sex Frequency (f) Percentage (%) Rank
Female 4 8 2
Male 46 92 1
Total 50 100

Table 1.2 shows the respondents' profile in terms of sex. The data reveal that most of the respondents are female, comprising 46 or
92% of the total respondents, while only 4 or 8% are male.
The results indicate that contractual teaching positions are dominated by women. This reflects a broader trend in the education sector,
where teaching is traditionally considered a female-dominated profession. The low number of male teachers suggests that men may be
less likely to accept contractual teaching roles, possibly due to financial concerns and career growth limitations.
According to Cheng (2020), teaching remains one of the most female-dominated professions, particularly at the elementary and
secondary levels. Similarly, Jones & Tan (2020) found that women are more likely than men to accept contractual jobs, despite the
lack of stability and benefits, due to teaching’s perceived flexibility and compatibility with family responsibilities. These findings
suggest that gender plays a significant role in contractual employment trends.
Table 1.3. Profile of the Respondents in terms of Civil Status
Civil Status Frequency (f) Percentage (%) Rank
Single 26 52 1
Married 24 48 2
Total 50 100

Table 1.3 details the civil status of the respondents. The findings indicate that a slight majority of 26 or 52% are single, whereas 24 or
48% are married.
The slightly higher percentage of single teachers suggests that contractual teaching positions are more commonly taken by individuals
without family financial obligations. However, the nearly equal distribution between single and married teachers suggests that some
married individuals continue working in contractual roles despite financial struggles.
According to Martinez & Silva (2021), single teachers are more likely to accept low-paying jobs, as they have fewer financial
responsibilities. However, McPherson (2019) found that contractual teachers, regardless of marital status, experience financial
instability, leading many to seek alternative employment. The findings of this study support these claims, as both single and married
teachers are engaged in contractual positions, though financial concerns may impact them differently.
Table 1.4. Profile of the Respondents in terms of Years in Service
Years in Service Frequency (f) Percentage (%) Rank
Less than 1 year 10 20 3
1 – 3 years 28 56 1
4 – 6 years 12 24 2
Total 50 100

Table 1.4 illustrates the respondents' profile in terms of years in service. The highest percentage 28 or 56% of contractual teachers have
been in service for 1–3 years, followed by 12 or 24% who have served for 4–6 years, while only 10 or 20% have less than a year of
experience.
The findings indicate that most contractual teachers have relatively short teaching careers, with more than half leaving within the first
three years. This suggests that contractual positions are often temporary employment choices, and many teachers move on to other
opportunities due to a lack of job stability and professional growth.
This pattern is consistent with García & Weiss (2019), who reported that high turnover rates among contractual teachers are primarily
driven by low salaries and a lack of benefits. Similarly, Sharma (2021) found that most contractual teachers do not stay in the profession
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Research Article

long-term, as they often transition to more secure and better-paying jobs. McPherson (2019) further emphasized that teachers who
remain in contractual roles for several years may feel discouraged due to limited career progression, leading to dissatisfaction and
eventual resignation.
Table 2.1.1. Challenges Encountered by the Contractual Teachers in Hygiene Factor in terms of Working Conditions
Indicator Weighted Mean Verbal Description Rank
A. Working Conditions
1. Assigned in a dilapidated classroom 3.30 Undecided 4
2. Lack of proper classroom equipment 3.38 Undecided 1.5
3. Inadequate access to teaching materials 3.32 Undecided 3
4. Poor ventilation in the classroom 3.38 Undecided 1.5
5. Overcrowded classroom 3.26 Undecided 5
Over-all Mean 3.33 Undecided
Legend: Scale — 5: 4.21–5.00 (Strongly Agree), 4: 3.41–4.20 (Agree), 3: 2.61–3.40 (Undecided), 2: 1.81–2.60 (Disagree), 1: 1.00–1.80 (Strongly Disagree).

The table shows an overall mean of 3.33 which is interpreted as "Undecided." This suggests that the respondents have mixed perceptions
regarding their working environment.
Among the identified concerns, lack of proper classroom equipment and poor ventilation emerged as the most pressing, both receiving
a weighted mean of 3.38. These factors greatly affect teaching efficiency and student engagement, making it difficult for educators to
deliver quality instruction. Inadequate access to teaching materials, ranking second with a mean of 3.32, points to the struggle of many
teachers in securing essential resources for effective lesson delivery. The assignment to a dilapidated classroom follows closely, earning
a mean of 3.30, emphasizing the unfavorable conditions that many educators endure, which can impact both their morale and students'
learning experiences.
Addressing these challenges requires improvements in school facilities and better resource distribution. Ensuring well-equipped
classrooms, sufficient teaching materials, and proper ventilation would enhance the overall work environment for teachers. Without
these necessary provisions, contractual educators may face difficulties in maintaining a productive and engaging learning atmosphere.
Findings from related studies support these results. Sharma (2021) pointed out that inadequate classroom infrastructure and teaching
resources hinder effective instruction and teacher performance. Similarly, McPherson (2019) noted that contractual teachers often work
in substandard environments, leading to lower job satisfaction. Further research by Jones & Tan (2020) revealed that poor working
conditions contribute to teacher burnout, affecting both retention and instructional quality. These studies reinforce the need for policy
improvements to ensure equitable access to well-maintained classrooms and essential teaching tools.
Table 2.1.2. Challenges Encountered by the Contractual Teachers in Hygiene Factor in terms of Salary and Benefits
Indicator Weighted Mean Verbal Description Rank
B. Salary and Benefits
1. Delay in salary payments 4.46 Strongly Agree 4
2. Insufficient salary for daily needs 4.58 Strongly Agree 1.5
3. Lack of benefits such as health insurance 4.58 Strongly Agree 1.5
4. Inconsistency in the salary disbursement 4.18 Strongly Agree 5
5. No additional compensation for extra work 4.50 Strongly Agree 3
Over-all Mean 4.46 Strongly Agree

Table 2.1.2 reveal significant concerns regarding salary and benefits for contractual teachers. The overall weighted mean of 4.46,
classified as "Strongly Agree," signifies that financial instability is a major issue. The consistently high ratings suggest that
compensation-related difficulties greatly affect teachers' job satisfaction and overall well-being.
Among the most critical concerns, insufficient salary for daily needs and lack of health insurance benefits ranked the highest, both with
a weighted mean of 4.58. Many teachers struggle to meet their basic financial obligations, leading to stress and uncertainty. The absence
of additional compensation for extra work, scoring 4.50, underscores the frustration of taking on extra tasks without appropriate
remuneration. Delays in salary payments, rated 4.46, further contribute to financial strain, as teachers face difficulties managing their
expenses due to inconsistent payroll schedules.
Ensuring stable and fair compensation is essential for maintaining teacher motivation and productivity. Providing timely salary
disbursement, offering financial incentives for extra work, and granting access to essential benefits such as health insurance would
significantly improve teachers’ financial security. Without these measures, contractual educators may continue to face hardships that
impact their effectiveness in the classroom.
These findings align with existing literature on teacher compensation. García & Weiss (2019) emphasized that low wages and
inconsistent pay schedules contribute to high turnover rates among contractual teachers. Research by Cheng (2020) found that salary
discrepancies and lack of financial support negatively impact teacher motivation. Additionally, Martinez & Silva (2021) concluded
that the absence of health benefits and performance-based compensation discourages teachers from long-term commitment to the
profession. These studies highlight the importance of salary reforms and benefit inclusion to support contractual teachers’ financial
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Research Article

stability and job retention.

Table 2.1.3. Challenges Encountered by the Contractual Teachers in Hygiene Factor in terms of Security
Indicator Weighted Mean Verbal Description Rank
C. Security
1. No job security or contract renewal guarantee 4.06 Strongly Agree 4
2. Fear of being replaced by other applicants 4.14 Strongly Agree 1.5
3. Lack of tenure track or long-term employment opportunities 4.28 Strongly Agree 1.5
4. Inadequate safety measures in the school premises 3.60 Strongly Agree 5
5. Threats or harassment from students or parents 2.60 Strongly Agree 3
Over-all Mean 3.74 Strongly Agree

Table 2.1.3 highlight various security-related challenges encountered by contractual teachers. The overall weighted mean of 3.74,
interpreted as "Agree," suggests that teachers perceive job insecurity as a significant concern. The results indicate that contractual
teachers often experience uncertainty regarding their long-term employment status.
Among the most pressing concerns, the lack of tenure track or long-term employment opportunities ranks first, with a weighted mean
of 4.28. This highlights the instability that comes with contractual employment, making it difficult for teachers to plan for their future.
Fear of being replaced by other applicants, which follows closely with a mean of 4.14, further reinforces the precarious nature of their
jobs. The absence of job security or contract renewal guarantees, rated at 4.06, underscores the anxiety contractual teachers’ face
regarding their continued employment.
Addressing these issues requires policies that promote job security for contractual teachers, such as clearer contract renewal processes
or pathways to permanent positions. Without such measures, the uncertainty surrounding their employment status may negatively
impact their motivation and effectiveness in teaching.
These findings align with García and Weiss (2019), who emphasized that job insecurity among non-tenure-track teachers is a major
source of stress and dissatisfaction, leading to high turnover rates. Similarly, Sharma (2021) found that contract teachers in India
experienced economic instability due to their precarious employment status. Moreover, McPherson (2019) noted that teachers with
temporary contracts were more likely to leave the profession, reinforcing the importance of long-term job security in teacher retention.
Table 2.1.4. Summary of Challenges Encountered by the Contractual Teachers in Hygiene Factor
Weighted Mean Verbal Description Rank
Working Conditions 3.33 Undecided 3
Salary and Benefits 4.46 Strongly Agree 1
Security 3.74 Agree 2
Average Mean 3.84 Agree

Table 2.1.4 presents the combined results of working conditions, salary and benefits, and job security. The overall mean of 3.84,
interpreted as "Agree," indicates that contractual teachers generally acknowledge these factors as crucial to their job satisfaction and
work experience. Among the three categories, salary and benefits received the highest weighted mean (4.46, "Strongly Agree"),
signifying that financial concerns are the most pressing issue among contractual teachers. Job security ranked second (3.74, "Agree"),
reflecting widespread concerns over tenure, contract renewals, and employment stability. Meanwhile, working conditions had the
lowest mean (3.33, "Undecided"), indicating mixed perceptions among respondents regarding classroom resources, infrastructure, and
overall workplace environment.
Based on these findings, it is evident that financial instability and job insecurity are the primary sources of stress for contractual
teachers. Many teachers struggle with low wages, lack of benefits, and delayed salaries, which affect their motivation and performance.
Furthermore, the uncertainty surrounding contract renewals adds to their anxiety, making it difficult for them to focus on professional
growth and long-term career planning.
The undecided rating on working conditions suggests that while some schools provide adequate facilities, others may lack proper
classroom resources, resulting in inconsistent experiences among teachers. Addressing these hygiene factors is crucial in ensuring that
contractual teachers remain engaged and committed to their roles.
Supporting these interpretations, McPherson (2019) found that financial instability and job insecurity are major causes of teacher
turnover, particularly among non-permanent educators. Similarly, García and Weiss (2019) highlighted that salary discrepancies and
lack of career stability contribute to job dissatisfaction, leading many contractual teachers to seek alternative employment.
Sharma (2021) further emphasized that schools with better financial support and employment stability tend to retain teachers longer,
improving both teacher performance and student learning outcomes. These findings reinforce the need for salary adjustments, more
stable employment policies, and better resource allocation to enhance the working conditions of contractual teachers.

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Table 2.2.1. Challenges Encountered by the Contractual Teachers in Motivator Factor in terms of Recognition
Indicator Weighted Mean Verbal Description Rank
D. Recognition
1. Not fully recognized of the efforts extended to the school. 3.42 Agree 1
2. Not invited during programs and recognition Activities 2.84 Undecided 5
3. Lack of appreciation from colleagues 2.96 Undecided 4
4. Rarely acknowledged by the school administration 3.00 Undecided 3
5. Low visibility in school events or meetings 3.02 Undecided 2
Over-all Mean 3.05 Undecided

The results in Table 2.2.1 examined the recognition-related challenges contractual teachers encounter. With an overall weighted mean
of 3.05, described as "Undecided," the data suggest mixed perceptions about whether recognition significantly affects their professional
experience.
Topping the list of concerns, lack of full recognition for efforts extended to the school holds the highest mean of 3.42, indicating that
contractual teachers feel undervalued despite their contributions. Low visibility in school events or meetings, ranked second at 3.02,
suggests that many teachers are not given equal opportunities to participate in school activities. Rare acknowledgment from the school
administration, which follows at 3.00, further reinforces the perception that contractual teachers are not as appreciated as their tenured
counterparts.
Recognizing the contributions of contractual teachers through formal acknowledgment, increased inclusion in school events, and
opportunities for professional growth can improve their morale. Without adequate recognition, contractual educators may feel
disconnected from their workplace, which could impact their commitment to teaching.
This finding is consistent with Jones and Tan (2020), who found that contractual teachers are often overlooked for leadership roles and
professional recognition, despite handling heavy workloads. Martinez and Silva (2021) further emphasized the need for employment
equity, stating that contractual teachers deserve the same level of acknowledgment and appreciation as their tenured colleagues.
McPherson (2019) also highlighted that lack of recognition contributes to professional isolation and lower job satisfaction.
Table 2.2.2. Challenges Encountered by the Contractual Teachers in Motivator Factor in terms of Responsibility Level
Indicator Weighted Mean Verbal Description Rank
E. Responsibility Level
1. Limited authority in decision-making 3.70 Agree 1
2. Lack of involvement in school planning 3.54 Agree 3
3. Minimal responsibilities beyond basic teaching duties 3.64 Agree 2
4. Lack of leadership opportunities 3.48 Agree 4
5. No delegation of important tasks 3.36 Undecided 5
Over-all Mean 3.54 Agree

Table 2.2.2 focus on the limitations contractual teachers face regarding responsibility and leadership roles. The overall weighted mean
of 3.54, categorized as "Agree," suggests that restrictions in decision-making and involvement in school affairs are notable concerns
for contractual educators.
The limited authority in decision-making stands out as the most significant issue, receiving a weighted mean of 3.70 or “Agree”. Many
contractual teachers feel they have little influence over important school matters. Minimal responsibilities beyond basic teaching duties,
with a mean of 3.64, described as “Agree” highlights the restricted roles given to contractual educators, limiting their professional
growth. Lack of involvement in school planning, rated at 3.54, still on Verbal Description “Agree” further demonstrates the exclusion
of contractual teachers from essential school-related decisions.
Granting contractual teachers more opportunities to participate in decision-making processes and leadership roles can foster a sense of
belonging and professional fulfillment. Providing them with leadership responsibilities can also contribute to their career development
and job satisfaction. Jones and Tan (2020) applied Herzberg’s Two-Factor Theory to explain how the lack of leadership opportunities
for contractual teachers leads to dissatisfaction. McPherson (2019) also found that contractual teachers' exclusion from school planning
limits their sense of belonging and professional growth. Additionally, Martinez and Silva (2021) argued that ensuring equal
opportunities in decision-making processes can improve job satisfaction and long-term retention.
Table 2.2.3. Challenges Encountered by the Contractual Teachers in Motivator Factor in terms of Impact of Job
Indicator Weighted Mean Verbal Description Rank
F. Impact of Job
1. Low job satisfaction due to limited growth 3.82 Agree 1
2. High stress levels due to job demands 3.72 Agree 2
3. Low morale due to lack of recognition 3.52 Agree 4
4. Feelings of being undervalued or overlooked 3.54 Agree 3
Over-all Mean 3.65 Agree

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Table 2.2.3 highlights how contractual employment affects job satisfaction, stress levels, and overall morale. The overall weighted
mean of 3.65, interpreted as "Agree," suggests that contractual teachers generally perceive their employment status as having a notable
impact on their professional well-being.
Among the most concerning factors, low job satisfaction due to limited growth ranks the highest, with a weighted mean of 3.82. Many
contractual teachers feel they have little opportunity for career advancement, which affects their motivation. High stress levels due to
job demands, rated at 3.72, indicate that contractual educators face significant pressure without the stability and benefits afforded to
permanent teachers. Feelings of being undervalued or overlooked, with a mean of 3.54, further contribute to dissatisfaction in the
workplace.
Providing contractual teachers with clear career pathways, professional development programs, and stress management support can
help mitigate these issues. Without these measures, many teachers may experience burnout, leading to decreased productivity and
higher attrition rates.
These findings align with García and Weiss (2019), who found that lack of job security negatively affects teacher’s satisfaction and
leads to higher turnover rates. Martinez and Silva (2021) also emphasized that employment inequities contribute to stress and lower
morale. Furthermore, Cheng (2020) noted that salary discrepancies between contractual and tenured teachers contribute to lower
motivation and performance.
Table 2.2.4. Summary of Challenges Encountered by the Contractual Teachers in Motivator Factor
Weighted Mean Verbal Description Rank
Recognition 3.05 Undecided 3
Responsibility Level 3.54 Agree 2
Impact of Job 3.65 Agree 1
Average Mean 3.41 Agree

The summary of motivator factors presents the contractual teachers’ perceptions regarding Recognition, Responsibility Level, and
Impact of Job. The overall mean of 3.41, interpreted as "Agree," suggests that while these motivator factors are acknowledged, their
influence varies in significance.
Among the three, Impact of Job (3.65, "Agree") ranked highest, indicating that contractual teachers recognize how their work affects
their professional and personal development. Many teachers find meaning in their profession despite challenges, as their contributions
directly influence students and the school community. Responsibility Level (3.54, "Agree") follows closely, implying that while
contractual teachers assume important roles, they still face limitations in leadership and decision-making. The lowest-rated factor,
Recognition (3.05, "Undecided"), reflects uncertainty regarding whether their efforts are acknowledged or appreciated by school
administrators and colleagues.
These findings align with Herzberg’s Two-Factor Theory, which states that motivator factors such as recognition and professional
responsibilities contribute to job satisfaction (Jones & Tan, 2020). However, the lower rating in recognition implies that many
contractual teachers feel undervalued despite their contributions, which may lead to lower morale and decreased motivation
(McPherson, 2019). When teachers lack professional acknowledgment, they may experience job dissatisfaction and disengagement
from their roles.
While contractual teachers generally agree that their job carries responsibility and impact, the lack of recognition may hinder long-term
job satisfaction and retention. Studies suggest that formal acknowledgment programs, leadership opportunities, and career advancement
pathways can improve motivation and professional commitment (Martinez & Silva, 2021). Schools should ensure that contractual
teachers feel valued to enhance their engagement, productivity, and overall well-being in the profession.
Table 2.3. Summary of Challenges Encountered by the Contractual Teachers in Hygiene Factor
and Motivator Factor
Weighted Mean Verbal Description Rank
Hygiene Factor 3.84 Agree 1
Motivator Factor 3.41 Agree 2
Over-all Mean 3.63 Agree

The findings presented in Table 2.3 summarize contractual teachers' perceptions of hygiene factors (working conditions, salary and
benefits, and job security) and motivator factors (recognition, responsibility level, and impact of job). The overall mean of 3.63, verbally
described as "Agree," indicates that contractual teachers generally acknowledge the significance of these factors in their professional
experience.
Among the two categories, hygiene factors ranked highest with a weighted mean of 3.84, suggesting that contractual teachers place
greater importance on salary, benefits, and job security. This aligns with the idea that financial stability and employment security are
fundamental to maintaining job satisfaction. On the other hand, motivator factors received a lower mean of 3.41, though still interpreted
as "Agree," indicating that while teachers recognize the impact of their job and responsibilities, the lack of recognition remains a

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concern.
These findings align with Herzberg’s Two-Factor Theory, which suggests that hygiene factors prevent job dissatisfaction, while
motivator factors contribute to long-term job satisfaction (Jones & Tan, 2020). However, the lower ranking of motivator factors implies
that contractual teachers may struggle with professional fulfilment due to limited recognition and career growth opportunities
(McPherson, 2019). Studies suggest that addressing both financial stability and professional recognition can enhance teacher
retention and motivation (Martinez & Silva, 2021). Schools and policymakers should consider improving salary structures, contract
stability, and recognition programs to support and retain contractual teachers effectively.
Table 3. Relationship Between the Contractual Teachers’ Profile and the Extent of Challenges They Encountered
Profile of the Contractual X2 X2 Level of
Df Decision Rule Remarks
Teachers Computed Value Tabular Value Significance
Age 2.51 5.991 2 0.05 Significant Reject Ho
Sex 0.42 7.815 3 0.05 Significant Reject Ho
Civil Status 3.238 7.815 3 0.05 Significant Reject Ho
Years in Service 0.979 12.592 6 0.05 Significant Reject Ho

The findings indicate the relationship between the contractual teachers’ profile and the challenges they face in their profession. Four
profile variables were examined in this study, and the decision rules are as follows:
Age Profile
The computed chi-square value of 2.51 is less than the chi-square tabular value of 5.991, with 2 degrees of freedom and a 0.05 level of
significance. Since the computed chi-square value is lower than the tabular value, the null hypothesis is rejected. This means that age
has a significant relationship with the challenges encountered by contractual teachers.
This result suggests that age has a significant relationship with the challenges encountered by contractual teachers. Younger teachers
may struggle more with salary issues and job security, whereas older teachers may face concerns related to career growth and long-
term employment stability.
Sex Profile
The findings indicate that the computed chi-square value is 0.42, while the chi-square tabular value is 7.815, with 3 degrees of freedom
and a 0.05 level of significance. Since the computed chi-square value is lower than the tabular value, the null hypothesis is rejected.
This suggests that sex has a significant relationship with the challenges encountered by contractual teachers.
This suggests that gender influences how teachers experience job-related stress and professional challenges. Female teachers, who form
the majority, may encounter additional struggles such as work-life balance and fewer leadership opportunities, while male teachers
may face difficulties in job retention due to teaching being a predominantly female profession.
Civil Status
The computed chi-square value of 3.238 is lower than the chi-square tabular value of 7.815, with 3 degrees of freedom and a 0.05 level
of significance. Therefore, the null hypothesis is rejected. This indicates that civil status significantly affects the challenges faced by
contractual teachers.
Single teachers may focus more on career growth but experience financial instability due to lower salaries and a lack of benefits, while
married teachers may be more affected by financial challenges due to family responsibilities.
Years in Service
With a computed chi-square value of 0.979, which is lower than the chi-square tabular value of 12.592 at 6 degrees of freedom and a
0.05 level of significance, the null hypothesis is rejected. This implies that years in service have a significant relationship with the
challenges encountered by contractual teachers.
Teachers with 1–3 years of experience may struggle with job insecurity and low salaries, while those with 4–6 years of experience are
more concerned with contract renewals and career advancement. Meanwhile, teachers with more than 7 years of service may expect
more stability and feel frustrated with the lack of permanent employment opportunities.
These findings align with previous research. García and Weiss (2019) found that younger teachers in contractual positions often
experience career instability and financial concerns. Similarly, Cheng (2020) highlighted gender disparities in contractual employment,
where female teachers face additional workplace challenges. Jones and Tan (2020) noted that marital status influences employment
stability, with single teachers being more likely to accept temporary contracts. Moreover, McPherson (2019) emphasized that years in
service correlate with job security concerns, as teachers with longer tenure may still struggle with instability in contractual positions.

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Table 4. Government Actions Suggested by Contractual Teachers

Suggested Government Actions Total Respondents Percentage (%)
Ensure Timely Salary Payments 48 96
Provide Job Security 41 82
Enhance Professional Recognition 41 82
Increase Access to Resources 42 84
Improve Professional Development 40 80
Support Career Advancement 38 76
Manage Workload 37 74
Improve Health and Safety 40 80
Establish Clear Communication Channels 37 74
Promote Equity in Benefits 42 84

The table presents the suggested government actions as perceived by contractual teachers. These actions address various challenges
they face in their professional roles. The highest priority for contractual teachers is ensuring timely salary payments (96%), followed
by promoting equity in benefits (84%) and increasing access to resources (84%). These results indicate that financial stability and
adequate teaching resources are critical concerns. Additionally, job security (82%) and professional recognition (82%) highlight the
need for stability and acknowledgment of contractual teachers' contributions.
The findings of this study highlight the need for government intervention to address the challenges faced by contractual teachers,
particularly in job security, salary, and professional development. Jones and Tan (2020) emphasized that regularizing contractual
positions ensures greater stability, while McPherson (2019) noted the importance of access to training programs. Martinez and Silva
(2021) stressed employment equity, particularly in salary and benefits. Additionally, Sharma (2021) discussed salary adjustments to
reduce pay disparities. These findings support the need for government actions to enhance job stability, financial conditions, and career
growth for contractual teachers.
Conclusions
This study examined the challenges encountered by contractual teachers in the Tanjay City Division during the school year 2023–2024.
The findings revealed that the majority of contractual teachers are female, aged 25–34 years old, single, and have 1–3 years of teaching
experience. One of the most pressing concerns among contractual teachers is financial instability, as many of them receive insufficient
salaries that do not meet their daily needs. In addition, they lack essential benefits such as health insurance, paid leave, and bonuses.
Another major concern is the absence of additional compensation for extra workloads, despite the fact that many of these teachers take
on responsibilities beyond their teaching duties. Job insecurity also emerged as a significant issue. Many contractual teachers do not
have a guarantee of contract renewal and constantly fear being replaced by other applicants. The lack of tenure track or long-term
employment opportunities further adds to their uncertainty, making it difficult for them to establish career stability and plan for the
future.
Beyond financial and job security concerns, professional recognition remains limited. Many contractual teachers feel that their
contributions to the school are not fully recognized, which affects their motivation and overall job satisfaction. They are often assigned
only basic teaching tasks and have minimal responsibilities beyond instruction, with little to no authority in decision-making processes.
Moreover, limited career growth opportunities and high levels of stress due to workload demands contribute to their dissatisfaction.
The study also found that the challenges faced by contractual teachers are significantly influenced by their profile, including age, sex,
civil status, and years in service. These findings highlighted the urgent need for government interventions to address salary issues, job
security, professional recognition, and access to resources. Implementing policies for timely salary payments, stable employment, and
career development opportunities will improve job satisfaction, retention, and overall well-being of contractual teachers.
To address the challenges identified in the study, several specific actions are recommended. First, to ensure timely salary payments,
the Local Government Unit (LGU) should implement a fixed payroll schedule to prevent delays and automate the payroll system to
streamline processing, ensuring that teachers receive their salaries on time. The Schools Division Office (SDO) should also ensure
efficient processing and approval of payroll documents without unnecessary delays before salary release. Additionally, the LGU should
establish an emergency financial assistance program for contractual teachers affected by salary delays. In terms of providing job
security, the LGU should develop clear guidelines on contract renewals to ensure fair and transparent hiring and retention processes.
The SDO, in collaboration with the LGU, should implement longer contract durations for teachers who consistently perform well.
Moreover, the LGU should advocate for career pathways that allow qualified contractual teachers to transition into permanent positions.
To enhance professional recognition, the LGU and SDO should establish programs that formally acknowledge the contributions of
contractual teachers. They should also create opportunities for these teachers to take on leadership roles and participate in school
decision-making. Furthermore, the SDO, in coordination with DepEd, should introduce performance-based incentives to reward
outstanding contractual teachers.
To increase access to resources, the LGU and SDO should allocate funding for instructional materials, technology, and classroom
facilities. School administrators should ensure that contractual teachers receive adequate teaching materials and appropriate training to

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maximize available resources. The SDO, in partnership with DepEd, should also conduct training programs to equip contractual
teachers with updated teaching strategies and classroom management skills. Lastly, in promoting equity in benefits, the LGU should
advocate for the inclusion of health insurance, bonuses, and paid leave for contractual teachers. It should also review the possibility of
standardizing benefits to ensure fair compensation across all contractual teaching positions. Additionally, the LGU should explore the
provision of allowances for teachers who take on extra workloads or are assigned to remote areas. By implementing these targeted
measures, the LGU, SDO, and school administrators can significantly improve the financial stability, job security, and professional
recognition of contractual teachers—ultimately contributing to higher retention rates, increased motivation, and a more effective
education system.
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Affiliations and Corresponding Information
Shiela Marie S. Gainsan
Fatima Elementary School
Department of Education – Philippines

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