ABSTRACT
This study investigated the administrative challenges encountered by non-teaching personnel in selected schools and their performance. Specifically, it examined the level of administrative challenges experienced by non-teaching personnel, the performance ratings of school heads and Administrative Officer II personnel, and the relationship between administrative challenges and performance. The study employed a descriptive-correlational research design. Data were gathered using a researcher-made questionnaire based on literature background of the study and performance ratings obtained from the Office Performance Commitment and Review Form (OPCRF) of school heads and Individual Performance Commitment and Review Form (IPCRF) of administrative officer II. Descriptive statistics and Pearson Product-Moment Correlation were used in the analysis of data. Results revealed that non-teaching personnel encountered a high level of administrative challenges, particularly in workload management, policy compliance and reporting requirements, technology utilization, resource availability, and communication and coordination. Despite these challenges, school heads obtained a very satisfactory performance rating, while Administrative Officer II personnel likewise achieved a very satisfactory performance rating. Furthermore, a significant positive relationship was found between administrative challenges encountered and school heads’ performance, as well as between administrative challenges encountered and Administrative Officer II performance. These findings indicate that although administrative challenges are prevalent, school personnel remain capable of maintaining high levels of performance through effective leadership, adaptability, and professional competence. Therefore, this study concludes that administrative challenges are significant aspects of school operations but do not necessarily hinder performance. Strengthening administrative support systems, resource provision, capacity-building initiatives, and workload management strategies is recommended to further enhance organizational effectiveness and service delivery.
Keywords: Administrative Challenges, Non-Teaching Personnel, Selected Schools, Performance
INTRODUCTION
Educational institutions rely not only on teachers and school leaders but also on non-teaching personnel who perform essential administrative and support functions that ensure the efficient operation of schools. Non-teaching personnel, including administrative officers, administrative assistants, accountants, registrars, clerks, and office support staff, play a significant role in managing records, preparing reports, handling financial transactions, coordinating communication, and providing logistical support necessary for the delivery of quality education. Their contributions are indispensable in maintaining effective school governance and organizational efficiency.
In recent years, the responsibilities of non-teaching personnel have expanded due to increasing administrative requirements, digitalization of records, accountability measures, and the growing demand for timely submission of reports and documentation. These developments have placed greater expectations on administrative personnel, often resulting in increased workloads, role complexities, and work-related pressures. As schools continue to implement various educational reforms and administrative initiatives, non-teaching personnel are expected to adapt to changing work environments while maintaining high levels of performance.
Studies have shown that non-teaching personnel encounter numerous administrative challenges that may affect their effectiveness and productivity. Among these challenges are excessive workload, limited professional training, insufficient staffing, inadequate technological resources, unclear role expectations, and time management difficulties. Bucoy and Punzalan (2025) found that non-teaching personnel experienced challenges related to limited skills, lack of training, insufficient support systems, and increased administrative responsibilities, resulting in stress and difficulties in performing their assigned tasks effectively. The study further emphasized the importance of mentoring, technical assistance, and professional development in helping non-teaching personnel adapt to their responsibilities.
Similarly, Maca (2023) reported that non-teaching personnel in public secondary schools encountered various administrative problems associated with workload management, organizational demands, and administrative processes. Despite these challenges, they developed coping mechanisms and innovative strategies to improve administrative management systems within their schools. The findings highlighted the critical role of administrative support and institutional interventions in addressing workplace challenges and improving organizational effectiveness.
Furthermore, research by Esmane and Quezon (2024) revealed that non-teaching personnel commonly face challenges related to workload, job-related stress, communication barriers, and working conditions. While these challenges may not directly diminish performance, opportunities such as training, mentorship, and professional recognition significantly contribute to improved job performance. Their study demonstrated that supportive organizational practices serve as important predictors of employee effectiveness and productivity.
The importance of non-teaching personnel is further supported by studies examining factors influencing their job performance. Jabla and Espina (2025) identified both personal and organizational factors—including skills and competencies, communication, leadership support, professional development opportunities, work environment, and role clarity—as significant contributors to the performance of non-teaching employees in educational institutions. Their findings suggest that addressing workplace challenges and strengthening organizational support mechanisms are essential for enhancing employee performance.
As an Administrative Officer, the researcher has personally observed the increasing demands placed upon non-teaching personnel in schools. Administrative staff are often tasked with multiple responsibilities simultaneously, including records management, financial documentation, procurement processes, personnel coordination, and compliance reporting. These responsibilities frequently require strict adherence to deadlines, accuracy in documentation, and effective coordination with various stakeholders. However, challenges such as workload pressure, resource limitations, technological demands, and evolving administrative policies may hinder the efficient performance of these duties. Such experiences have inspired the researcher to investigate the administrative challenges encountered by non-teaching personnel and determine how these challenges relate to their job performance.
The conduct of this study is therefore deemed necessary to provide empirical evidence regarding the administrative difficulties experienced by non-teaching personnel in selected schools and their implications for employee performance. The findings may serve as a basis for developing intervention programs, professional development initiatives, and administrative support mechanisms aimed at improving the working conditions and performance of non-teaching personnel. Ultimately, the study seeks to contribute to the enhancement of school administrative operations and the overall effectiveness of educational institutions.
This study aims to determine the administrative challenges encountered by non-teaching personnel and their performance in selected schools of Leyte II District, Leyte Division. The findings of the study were basis for the proposed intervention plan.
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