📄 Abstract
This study investigated the effects of political interventions on teacher appointments and promotions in the Philippine public school system. Prompted by concerns about the prioritization of political endorsements over qualifications, the research utilized a descriptive-correlational design and a mixed-method approach. Data were collected from 34 participants?including teachers, school heads, and HR personnel?across three public schools in Cebu, using a validated researcher-made questionnaire and semi-structured interviews.Descriptive statistics, Pearson correlation, and Chi-square tests were used to analyze the quantitative data, while thematic analysis was applied to qualitative responses. Findings revealed a complex perception of political influence. While many respondents remained neutral on direct political favoritism (mean = 3.00?3.12), strong agreement emerged on the need for merit-based promotions (mean = 4.76) and the view that political favoritism undermines morale and teaching quality. Qualitative responses highlighted frustration with patronage systems such as the ?Padrino System,? emphasizing the need for transparent, standardized recruitment processes. Although some denied witnessing direct political interference, the overall sentiment pointed to deeply embedded informal practices that compromise institutional integrity.The study concludes that while overt political control may not always be visible, covert patronage is prevalent and detrimental. It recommends stricter enforcement of merit-based policies, transparency measures, and legislative reforms to insulate educational appointments from political influence.
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📚 How to Cite:
Maria Cristina L. Nudalo-Gonzaga, Arlene O. Borbon, Ace Vincent S. Baritos, Imelda Villarin , POLITICAL INTERVENTIONS AND EFFECTS ON TEACHER APPOINTMENTS AND PROMOTIONS IN PUBLIC SCHOOLS , Volume 11 , Issue 5, may 2025, EPRA International Journal of Multidisciplinary Research (IJMR) ,