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PHINMA - Cagayan de Oro College

· Volume V Issue IV


Teachers' support on administrative tasks and different ancillary tasks increases their workload and responsibility within schools. This study investigates the impact of administrative tasks on teachers' performance and explores strategies to mitigate these effects in the Division of Iligan City for the School Year 2022-2023. Specifically, it assesses: The respondents’ characteristics; The level of administrative tasks among respondents; Respondents’ performance based on their Individual Performance Commitment and Review Form (IPCRF); The significant difference on the respondents’ teaching performance when grouped according to respondents’ characteristics; and the significant relationship between respondents' level of administrative task and teaching performance. Using a descriptive survey approach with an adapted questionnaire, the research applied Slovin's formula, yielding a sample of 256 respondents. Mean and standard deviation gauged respondents’ administrative task levels, while linear regression analyzed the relationship between independent and dependent variables.

The data highlights that the Teacher I position is the most common among respondents in the study, contrasting with fewer Master Teacher II positions. The study revealed a moderately involvement of respondent engagement in administrative tasks, while respondents also excelled in all aspects of teaching, indicating an outstanding interpretation of their performance. Teachers' basic traits, such as age, education, and experience, significantly impact their performance. The study also concluded that there is a notable correlation between respondents' teaching performance and their engagement in administrative tasks. To optimize teacher contributions, the Department of Education should offer tailored training and mentorship programs for administrators and teachers, recognizing their diverse characteristics. Encouraging teachers' active involvement in administrative tasks can enhance school effectiveness, while clearer role definitions and improved support structures are recommended.

Keywords: Administrative tasks, Ancillary Work, Teachers' Support



The Philippine education landscape places enormous demands on teachers, encompassing not only their instructional responsibilities but also a myriad of administrative tasks that can be just as critical to the smooth operation of educational institutions. This study delves into the intricate relationship between teachers support in managing administrative duties and its impact on overall teacher performance. The role of educators extends far beyond the classroom, encompassing various administrative responsibilities, such as record-keeping and report generation. The effectiveness of teachers in fulfilling these administrative obligations can significantly influence the overall quality of education.

A common issue faced by educational institutions revolves around the shortage of non-teaching personnel who can handle the school's financial and reporting obligations. Given this existing predicament, the solution lies in delegating reportorial, financial, and managerial duties from the school's administrators to teachers. This approach can promptly tackle the aforementioned problem while simultaneously empowering educators to manage their daily school-related tasks and foster a sense of collective responsibility toward the institution (Ocbian, 2018).

The DepEd Magna Carta Law, officially designated as Republic Act No. 4670, is a Philippine statute aimed at safeguarding the rights and well-being of public school teachers. Among its pivotal provisions, one of the most crucial pertains to the regulation of teachers' workloads. Section 13 of this law stipulates that teachers engaged in direct classroom instruction should not be compelled to conduct more than six hours of such instruction in a single day. Nonetheless, the law does allow for situations where teachers may be required to exceed this six-hour limit due to the demands of the service. In such cases, additional compensation is mandated.

Research has highlighted the issue of teacher overwork in the Philippines by the Philippine Institute for Development Studies disclosed that the average Filipino teachers dedicates fifty two hours per week to their profession, a significantly higher figure than the global average of thirty eight hours per week for teachers. The excessive workloads imposed on Filipino teachers have numerous adverse consequences, including stress, burnout, and health problems. Furthermore, these demanding workloads can adversely affect the quality of instruction provided by teachers (Ordinario, 2023).

The Governance of Basic Education Act of 2001, as articulated in Rule VI, Section 6.2 of Republic Act 9155, stipulates that school administrators possess the authority, accountability, and responsibility to propose the staffing requirements of the school according to its specific needs. Additionally, it encourages and facilitates staff development within the educational setting. A 2020 study by the Department of Education identified a negative relationship between teachers' workloads and student achievement. This suggests that teachers who are burdened with excessive work may be less effective in delivering instruction to their students.

In a significant development, the Department of Education (DepEd) has announced its commitment to easing the burdens on teachers by removing non-teaching responsibilities and concurrently striving to enhance their benefits and compensation. DepEd expressed concern that teachers have been overwhelmed by a substantial workload of administrative tasks and ancillary responsibilities, which consume their time and energy. This system provides inadequate support and hampers their professional growth, thereby limiting their ability to effectively teach, assist, and guide students. DepEd has introduced the "Matatag: Bansang Makabata, Batang Makabansa" initiative, emphasizing the indispensable role teachers play in the success of the education system and highlighting that supporting teachers results in improved education quality (Cua, 2023).

Moreover, the Department of Education (DepEd) emphasizes the significant role of a robust and high-quality teaching workforce in delivering quality basic education. Recognizing this, it is crucial to establish a supportive work environment that prioritizes and safeguards teachers' welfare. Reports reveal that teachers often face additional tasks beyond teaching responsibilities, as highlighted in the 2018 Teacher Workload Balance Study, which identified numerous ancillary services assigned to teachers. These extra duties, exacerbated by understaffed schools and a lack of standardized guidelines, contribute to increased administrative burdens on teachers, impacting their workload and well-being. In response, the Department seeks to alleviate teachers' administrative tasks to allow them to dedicate more time to classroom teaching, enhancing the teaching and learning process and promoting effective facilitation of learning. Ultimately, this initiative aims to enhance the welfare of public school teachers and improve teaching quality, thereby fostering quality learning outcomes among Filipino students (DepEd, 2024).

The purpose of the study was to examine the level of assistance teachers provide in handling administrative activities and to investigate the potential influence of this assistance on their overall performance. The goal of the study is to give insights and data that may be used to build an effective intervention plan to improve teacher effectiveness. By delving into the multifaceted dimensions of teacher support with regard to administrative tasks and their performance, this study aims to contribute a substantial body of knowledge to the field of education. The insights gained from this research will not only serve to benefit teachers but also provide valuable guidance for educational institutions and policymakers in the development of tailored intervention plans. These plans can empower teachers to navigate administrative challenges effectively, leading to enhanced overall teacher performance and, by extension, an improved educational experience for students.

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