Filipino Teachers’ Experiences of Supportive Relationships - with Colleagues: A Narrative-biographical Inquiry

Oct 15, 2026

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Qualitative study exploring Filipino teachers’ lived experiences of supportive relationships with colleagues in central Philippines elementary and secondary schools. Fifty public and private school teachers were purposively selected and interviewed using a narrative-biographical approach. Findings reveal four significant themes describing how teachers understand support in school settings: a life-giving force, an extension of one’s family, a reciprocal process, and work still in progress.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

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Asia Pacific Education Review Copyright 2005 by Education Research Institute 2005, Vol. 6, No. 2, 137-142. Filipino Teachers’ Experiences of Supportive Relationships * with Colleagues: A Narrative-biographical Inquiry Sr. Ramona M. Viernes, O.P. Allan B. de Guzman University of Santo Tomas Philippines The purpose of this qualitative study is to explore teachers’ experiences of supportive relationships with colleagues. A total of fifty (50) public and private elementary and secondary school teachers in the central part of the Philippines were purposively selected as respondents. Guided by a narrative-biographical interview, results of the study yielded four significant themes that describe how Filipino teachers as relational people experience and interpret supportive relationships in the school setting. These include: supportive relationships as (1) a life-giving force; (2) an extension of one’s family; (3) a reciprocal process; and (4) a work still in progress. Key Words: supportive relationships, teachers, Filipino teachers, narrative-biographical interview Bainer and Didham (1994) in a study entitled,“Mentoring and Other Support Behaviors in Elementary Schools” posit that supportive relationships in the workplace have always been a significant concern for workers. The same study revealed the results of a Gallup poll conducted on 1,200 workers who ranked supportive relationships as among the 10 strongest motivational factors, higher than money and status. In the school setting, supportive relationships serve many functions, among which are: relationships with adult teachers Allan B. de Guzman, Director, University of Santo Tomas Center for Educational Research and Development and Professor UST College of Education and Graduate School; He is one of the research fellows of the Southeast Asian Ministers of Education Organization (SEAMEO) Regional Center for Educational Innovation and Technology (INNOTECH) . Sr. Ramona Viernes, a school principal in Tarlac City, Philippines, [obtained her Ph.D. degree](obtained her Ph.D. degree) in Development Studies from the UST Graduate School. *This paper is a segment of her dissertation entitled: Evolving a Continuum of Filipino Teachers’Worldview of Pedagogy based on the Narrative-Biographical and Micro-Political Perspectives. Correspondence concerning this article should be addressed to Allan B. de Guzman, UST Center for Educational Research and Development Room 201 Thomas Aquinas Research Complex, España, Manila, Philippines (1008) . Electronic mail may be sent to abdeguzman @[mnl.ust.edu.ph](mnl.ust.edu.ph) Telefax +63-02-3140852 have been shown to socialize new teachers (Kremer-Hazon & Ben-Peretz, 1986; Lortie, 1975); increase teachers sense of efficacy (Newman, Rutter, & Smith, 1989; Parkay, Greenwood, Olejnik, & Proller, 1988) and professional growth (Rosenholtz, Bassler, & Hoover-Dempsey, 1986); and enhance awareness of resources, ideas, and skills (Reich, 1986) . It has also been found by studies (Chubb, 1988; Little, 1982, Rosenholtz, 1985) that teachers with strong affiliation are more effective, hence, supportive relationships among teachers have also been linked to higher student achievement and improved classroom discipline (Cohen, & Osterweil, 1986; Little, 1982) . As a significant factor in the analysis of teacher performance, relationships with colleagues was also highlighted by Kelchtermans (1996) and linked it to the concept of good working conditions and as one of the categories of interests necessary to achieve maximum performance of professional tasks. As a social-professional interest, relationships with colleagues weigh more heavily in teachers’ decisions compared to other interests (Kelchtermans & Ballet, 2002) . While the supportive relationship has pedagogical implications, its cultural underpinnings may generate several insights once viewed in a school context where teachers’ Sr. Ramona M. Viernes, O.P. and Allan B. de Guzman co

FAQs

What is the purpose of the study?

The study explores teachers’ experiences of supportive relationships with colleagues in the school setting.

How were the participants selected and how many teachers took part?

Fifty public and private elementary and secondary teachers in the central part of the Philippines were purposively selected as respondents.

What major themes emerged from the study?

Four significant themes were identified: supportive relationships as a life-giving force, an extension of one’s family, a reciprocal process, and work still in progress.

Oct 15, 2026

Uploaded by Grenda