Home⇛International Journal of Transformative Multidisciplinary Studies⇛vol. 2 no. 2 (2026)

The Bayanihan Spirit: Assessing Key Values among Master Teachers in Bacarra District 1

Jhonel Tangonan

Discipline: Education

 

Abstract:

1 Department of Education (SDO Ilocos Norte), Apaleng-Libtong Elementary School, Philippines & Northwestern University, Laoag, Philippines * jhonelctangonan@ gmail.com Volume 2, Issue 2, June 2026 Education in the Philippines is both the transmission of knowledge and the cultivation of values that sustain ethical and resilient communities, with Bayanihan, a tradition of communal labor and shared responsibility, remaining central to teacher leadership and school culture. This study examined how master teachers in Bacarra District I embody and practice Bayanihan values, specifically unity, cooperation, selflessness, mutual support, adaptability, and resilience, in their professional roles and school-community partnerships. A mixed methods design with an explanatory sequential approach was employed, integrating quantitative data from structured questionnaires with qualitative insights from interviews and focus group discussions. Total enumeration sampling was used, involving all 17 master teachers to ensure comprehensive coverage. Results revealed consistently very high ratings across all values, with unity and cooperation scoring highest (M = 4.93, SD = 0.07) and adaptability and resilience lowest (M = 4.65, SD = 0.16). Qualitative narratives reinforced these findings, highlighting collaboration, selfless service, and community engagement as dominant practices, while time constraints, heavy workload, and limited resources emerged as barriers to resilience. The study concludes that Bayanihan is not merely an abstract cultural ideal but a lived professional ethic among master teachers, underscoring the need for institutional support to sustain resilience and strengthen collaborative practices. These findings affirm Bayanihan's relevance as a dynamic Tangonan, IJTMS, 2 (2), 575-589, 2026 576 framework for values-based leadership and community development in education.



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