Reevaluating Auguste Comte’s Philosophy of Altuism among Teachers

Abstract

This study explores the extent of altruism practiced by teachers and their willingness to sacrifice for the welfare of others. Using a quantitative research approach with a descriptive-survey design, the study examines the profile of respondents, including their sex, age, civil status, years of teaching, and grade level taught. Additionally, the research investigates the respondents' level of altruism and the motivating factors behind their altruistic behavior. The study also explores whether there is a significant association between the extent of altruism and the profile variables, as well as the reasons motivating altruistic behavior. The participants in this research comprised 31 (45%) male respondents, 36 (52%) female respondents, and 2 (3%) respondents who did not specify their age. Most respondents fell within the age bracket of 20-24 years (41%), with the least number of respondents aged between 55-59 years (3%). The majority of teachers had 0-3 years of teaching experience (46.38%), while only a few had 24-27 years of experience (1.45%). In terms of civil status, the majority were single (71.01%), while a smaller percentage were married (17.39%). Regarding teaching grade level, most respondents taught at the Junior High level (42.03%), followed by the Primary level (29%) and Senior High level (19%). The study found that teachers generally practiced altruism frequently and to a significant extent (M= 2.45, SD= 0.90). Specifically, the teachers were highly motivated to sincerely help students (M= 2.06, SD= 0.83). Analyzing the association between the extent of altruistic behavior and profile variables revealed a significant connection between the respondents' sex and their propensity to live for others (p-value= 0.036). Furthermore, a significant association was observed between the extent of altruistic behavior and the teaching grade level when grouped (p-value = 0.022). Based on the findings, it can be concluded that female teachers tend to exhibit more altruistic behavior than their male counterparts, and Primary teachers with a student-centered approach are significantly more altruistic compared to teachers at other grade levels. The study suggests several recommendations: 1) Male teachers should enhance their socio-affective skills, including compassion, generosity, and prosocial motivation. 2) Junior and Senior high school teachers should focus on practicing altruism more effectively, investing more time and patience with their students. 3) Respondents should be exposed to programs or activities that encourage the practice of authentic altruism to a significant extent