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Part I. Personal Profile of the Respondents A. Age Table 1 shows the frequency distribution of the respondents in terms of age. It reveals that most of the respondents belongs to the bracket of above 40 years old with a frequency of 53 or (42.06%) . This shows that there are more mature teachers assigned in the hinterland. They are more experienced and have shown love and interest in their jobs. It had been observed that there are less number of teachers in the 25 yrs. Old and below with only 8 or 6.35%. Although there are many graduates from (TEIs) teacher education institutions , there are few teachers at this age who desire to teach in hinterlands. There are quite a number who are 26-30 yrs. old with 31 or 24.60%. Table 1 Frequency and Percentage Distribution of Respondents Profile in Terms of Age Age 25 years and below 26-30 31-35 36-40 Above 40 years old TOTAL Frequency 8 31 23 11 53 126 Percentage 6.35 % 24.60 % 18.25 % 8.73 % 42.06 % 100.0

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B. Educational Qualification and Number of years in Teaching Table 2 shows the frequency distribution of the respondents in terms of educational qualification and number of years in teaching in the present station. The data revealed that most of the respondents 63 or (50.0%) were Bachelors Degree only. Many of them cannot afford to the graduate school for various reasons: time, money and effort. If they are already residing in the hinterland, it will be burdensome for them to study on Saturdays. They prefer to rest and recreate than to study. There is difficult transportation going to the city. It is good to note that despite the hardship of some, there were 7 or 5.55% respondents who finished MA with Ph.D. units. It is maybe

going on Ph.D units is expensive and need a lot of time. In number of years in teaching, most of the respondents 54 or (42.86%) were 10 years and above in service. Perhaps the results implies that many teachers consider teaching as their most treasured

profession. They have chosen to be a teacher because of the pleasures it gives to their life. The researcher herself can attest to this feeling having been in the service for a few years.

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Table 2 Frequency and Percentage Distribution of Respondents Profile in Terms of Educational Qualification and Number of Years of Teaching

Educational Attainment Bachelors Degree BS w/ M.A. units Masters Degree M.A. w/ Ph.D. Units TOTAL Number of Years of teaching Less than 3 years 4-6 7-9 10 and above TOTAL

Frequency 63 36 20 7 126

Percentage 50.00 % 28.57 % 15.87 % 5.56 % 100.00 %

23 32 17 54 126

18.25 % 25.40 % 13.49 % 42.86 % 100.0

C. Distance of station from residence and Position Title Table 3 shows the distance of station from residence of the respondents and Position Title. The result revealed that most of the respondents 87 or (69.05%) have a distance of 9km and above. For position title ,the result revealed that 59 or (46.83%) were teacher I , These are the teachers who do not have MA degree and thus promotion in Public school is very difficult.

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Table 3 Frequency and Percentage Distribution of Respondents Profile in Terms of Distance of Station from Residence and Position Title Distance of Station From Residence less than 2 Km 3-5 Km 6-8 Km 9 and above TOTAL Position Title Teacher I Teacher II Teacher III Master Teacher I Master Teacher II TOTAL D. Competencies of the Teachers Table 4 shows the personal competencies and social competencies of Frequency 12 18 9 87 126 59 21 32 10 4 126 Percentage 9.52 % 14.29 % 7.14 % 69.05 %

46.83 % 16.67 % 25.40 % 7.93 % 3.17 % 100.0

respondents .The result revealed that the respondents answered often in all areas of their competencies , 3.87 for personal competencies, 4.13 for social competencies. They rated higher in Social Competencies because that is the nature of the teaching profession, it deals with people especially students and parents.

Table 4 Respondents Competencies Competencies a. Personal Competencies b. Social Competencies Weighted Mean Mean 3.87 4.13 4.06 Description Often Often often

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Part II. Teachers Rating of Administrators Proficiency Table 5.shows the respondents rate of their administrators proficiency. It can be seen that the professional obligation has the highest weighted mean of 3.04 or proficient and this includes the following ; gives information about instructional program, services the pupils and the profession, provides leadership and direction, participates in district and division projects, participates in community project and civil organization, engages parents in school programs and activities and cooperates with the support of colleagues. This data is very realistic because all administrators are very much concerned for improvement, everybody is urged to participate to achieve quality education. The Leadership Proficiency has a weighted mean of 2.83 or proficient which shows that they only find average proficiency of their administrator in terms of : setting performance targets increasing pupils achievement and improving performance indicators, taking initiative in assisting teachers towards the accomplishing of goals and objectives, directing tasks through cooperative planning and teamwork, maintaining school atmosphere conducive to learning and harmonious school personnel relationship, encouraging teachers participation in planning, evaluation and in decision making, motivating teachers to continue studying to upgrade themselves professionally, communicating to teachers clearly and promoting close relationship between school and community. Resource Management Proficiency has a weighted mean of 2.78 or proficient. It includes knowledge in conflict and change in management ,acquisition and management of supplies, equipment, and materials, knowledge of managing

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information in using computer software and data making, motivates teachers and staff for continuous professional development ,knowledge in the care of building grounds and physical facilities ,identifies the training needs of teachers and motivates teachers by setting examples. The same rating was given to the preparation and learning experiences which has a weighted mean of 2.67 or proficient. It includes knowledge of curriculum content and instructional goals, knowledge of curriculum and learning needs , knowledge of teaching and learning processes ,knowledge of instructional teaching techniques and strategies, knowledge of teachers capacity, knowledge of school resources for physical improvement and knowledge of pupils characteristics. Supervisory Proficiency with a weighted mean of 2.47 or fair .This means the administrator falls short in this proficiency. It means to say that in the hinterlands, the administrator there lacks supervision. Preparation and implementation of the school year instructional and supervisory plan has not been materialized. Administrators failed to assess the teachers teaching methods and strategies and through classroom visitation and failed to give suggestion for improvement. Because of this, there are few classroom observations done. He/She also failed to provide the teachers with conference skills, making creative and innovative ways of assessing pupils, giving

feedback and making follow-up for instructional improvement. Hence, there is also failure in ;inking evaluation to instructional improvement, conducting in-service trainings for teacher to improve teaching competencies and giving assistance to new and nonperforming teachers in improving instruction. It can be noted that the Supervisory Proficiency is the lowest in the rank. It is perhaps that some of the administrators of the

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hinterland are rarely be seen in their respective stations based on observation. There is minimal implementation of school year instructional and supervisory plan.

Table 5 Respondents Rate of Administrators Proficiency

Administrators Proficiency A. Preparation and Learning Experiences B. Professional Obligation C. Supervisory Proficiency D. Leadership Proficiency E. Resources Management Proficiency Weighted Mean

Respondents Mean Description 2.67 Proficient 3.04 2.47 2.83 2.78 2.76 Proficient Fair Proficient Proficient Proficient

Part III. Teachers Rate of Job Satisfaction Table 6.shows the respondents rate of their level of job satisfaction. It could be viewed on the table that the respondents stressed out that work relationship has the highest weighted mean of 3.27 satisfied, which means that if there is something that makes the teachers happy going to hinterland is when they are with their colleagues. Use of skills and abilities with a weighted mean of 2.96 satisfied ,work activities with a weighted mean of 2.97, pay and promotion potential with a weighted mean of 2.76 and general working condition with a weighted mean of 2.55. The data show that they are less satisfied especially on the location of work. This is perhaps that going to their workplace is very risky in terms of their means of transportation and the peace and

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order situation of the place. Another reason is that perhaps they are overloaded with subjects which are not their field of specialization. Moreover, in terms of amount paid vacation time/ sick leave offered, the respondents viewed it as only satisfied with a weighted mean of 2.66. The respondents might feel that the vacation time is not enough. The teachers are not entitled to have sick leave if they do not have service credits, not like other government employees which they do have. Teachers are entitled to summer vacation but these are used for improvement/development of teachers because seminars and trainings fall to these time. It can also be noted that they are less satisfied with the pay and promotional potential especially the opportunities for promotion.

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Table 6 Teachers Rate of Job Satisfaction 1. General Working Conditions Hours work every week Flexibility in scheduling Location of work Amount paid vacation time/sick leave offered Mean 2. Pay and Promotional Potential a. Salary b. Opportunities for promotion c. Benefits (health insurance,life insurance) d. Job security e. Recognition for work accomplished Mean 3. Work Relationship a. Relationship with co-workers b. Relationships with your supervisors c. Relationships with your subordinates (if any) Mean 4. Use of Skills and Abilities a. opportunity to utilize your skills and abilities b. opportunity to learn new skills c. support for additional training and education Mean 5. Work Activities a. variety of job responsibilities b. degree of independence associated with your work roles c. adequacy of opportunity for change in duties Mean Total Mean a. b. c. d. Respondents Mean Description 2.59 Less Satisfied 2.60 Less Satisfied 2.36 Less Satisfied 2.66 Satisfied 2.55 2.76 2.58 2.59 3.53 2.34 2.76 3.21 3.09 3.53 3.27 3.24 2.86 2.80 2.96 2.94 3.04 2.94 2.97 2.90 Less Satisfied Satisfied Less Satisfied Less Satisfied Much Satisfied Less Satisfied Satisfied Satisfied Satisfied Much Satisfied Satisfied Satisfied Satisfied Satisfied Satisfied Satisfied Satisfied Satisfied Satisfied Satisfied Satisfied

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Part IV. Significant Relationship of the Hinterland Teachers Profile and their administrators proficiency. Table 7. shows the relationship between the respondents profile and administrators proficiency. The data revealed that there is no significant relationship between the administrators proficiency and their age, thus it accepted the null hypothesis. The same with educational qualification, number of years in teaching, distance of station from residence, position title and competencies. Perhaps the reason is that despite of their individual background, the teachers have the same perceptions that their administrators proficiency is satisfactory. There are many aspects of the administrators proficiency which are deficient, and needs improvement based on observations.

Table 7 Relationship between the hinterland teachers profile and administrators proficiency Profile Age Educational Qualification Number of years Of Teaching Distance of Station From Residence Position Title Competencies X2t 26.30 21.03 21.03 21.03 26.30 26.30 X2c 9.37 5.69 11.52 8.86 11.96 4.33 l 0.05 0.05 0.05 0.05 0.05 0.05 df 16 12 12 12 16 16 Significance Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Decision Accept Accept Accept Accept Accept Accept

Part V. Significant Relationship of the Hinterland Teachers Profile and their Job Satisfaction Table 8.shows the significant relationship between the respondents age and their level of job satisfaction. There is no significant relationship for educational qualification,

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number of years in teaching, distance of station from residence, position title and competencies. Perhaps their satisfaction is innate , only themselves are the factor for their satisfaction. Table 8 Relationship between the Hinterland Teachers Profile and their Job Satisfaction Profile Age Educational Qualification Number of years Of Teaching Distance of Station From Residence Position Title Competencies X2t 26.30 21.03 21.03 21.03 26.30 26.30 X2c 9.44 5.83 4.81 7.22 19.93 4.21 l 0.05 0.05 0.05 0.05 0.05 0.05 df 16 12 12 12 16 16 Significance Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Decision Accept Accept Accept Accept Accept Accept

Part VI. Significant Relationship between Administrators Proficiency and Job Satisfaction Table 9 .shows the insignificant relationship between the administrators proficiency and job satisfaction of teachers as reflected in the data below. The findings revealed that the administrators proficiency is not very influential in the job satisfaction of the teachers. They are satisfied in their work even in the hinterlands because they find meaning in what they are doing. They love their students and thats all that matters.

Table 9 Relationship between the Administrators proficiency and their level of Job Satisfaction Relationship Administrators Proficiency/ Job Satisfaction Computed r 0.63 l 0.05 df 1 Significance Not Significant Decision Accept