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Ferrer, J.C. (2017). Caught in a debt trap? An analysis of the financial well-being of teachers in the Philippines. The Normal Lights 11 (2), 297-324.

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Article

Collegial Care and Support System (CCASS): An Innovative Intervention of Putting Sympathy into Action in Schools

1Department of Education - Division of Cagayan de Oro City, Cagayan de Oro City, 9000 Philippines


Journal of Innovations in Teaching and Learning. 2021, Vol. 1 No. 2, 123-126
DOI: 10.12691/jitl-1-2-9
Copyright © 2021 Science and Education Publishing

Cite this paper:
Al Stephen R. Lagumen, Jinnefer D. Espina, Juan A. Mingo. Collegial Care and Support System (CCASS): An Innovative Intervention of Putting Sympathy into Action in Schools. Journal of Innovations in Teaching and Learning. 2021; 1(2):123-126. doi: 10.12691/jitl-1-2-9.

Correspondence to: Al  Stephen R. Lagumen, Department of Education - Division of Cagayan de Oro City, Cagayan de Oro City, 9000 Philippines. Email: al.lagumen@deped.gov.ph

Abstract

The aim of the study was to explore the impact of Collegial Care and Support System (CCASS), an intervention that provides small financial aid to the teachers of Indahag Elementary School (IES) who or whose immediate family members are hospitalized. The study employed mixed method research design. All 40 IES personnel were chosen as research participants. A 10-item researcher-made questionnaire was used to determine their attitude towards the intervention. Two Focus Group Discussions (FGDs) were conducted to collect the necessary data. Results of the first FGD were used to validate the attitude of teachers towards CCASS while the second FGD was used to determine the experiences of those who benefited from it. Findings revealed that generally teachers have Very Positive attitude towards CCASS. Financial constraints serves as the greatest factor that may hinder them from paying their CCASS contribution. But mutual encouragement among colleagues and their present health condition are enough to overcome any negative attitude towards the intervention. Those who benefited from CCASS expressed overwhelming gratitude. They have also shown strong commitment to help others as a result of receiving help when it mattered. However, some participants felt awkwardly surprised upon receiving CCASS financial aid. Such response was linked to the financial capability and personal experiences of teachers. The researchers recommended the sustainability of CCASS intervention, stipulating the same in the teachers’ club constitution and bylaws. School administrators should put in place a system that will give teachers opportunity to help one another.

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