ABSTRACT
This qualitative study explores the opportunities and challenges experienced by Administrative Officer II personnel assigned to Non-Implementing Unit (Non-IU) schools in the Sibagat District of Agusan del Sur. The study aims to understand their lived experiences in managing administrative responsibilities across both central and remote school locations. Nineteen Administrative Officer II participants were purposively selected and engaged in semi-structured interviews and focus group discussions. Thematic analysis revealed key challenges, including limited resources, transportation difficulties, and heavy workloads. Despite these obstacles, participants reported positive experiences such as skills development, meaningful community involvement, and job fulfillment. The findings underscore the need for enhanced support systems from the Department of Education to empower Administrative Officer II personnel, particularly those serving geographically isolated areas. This study provides valuable insights for policymakers and education stakeholders seeking to improve administrative support in public schools.
Keywords: Opportunities, Challenges, Administrative Officer II, Administrative Assistance, Non-Teaching Personnel
INTRODUCTION
In early 2024, the Department of Education released DepEd Order No. 2, s. 2024, which aims to ease the workload of public school teachers by removing administrative tasks from their responsibilities. The intention behind this directive is clear: to allow teachers to focus more on teaching and student engagement, thereby improving the quality of education. As a result, many of these administrative responsibilities have been reassigned to non-teaching staff, specifically, to Administrative Officers II. Administrative Officer II is a relatively new position in the Department of Education, created as part of the effort to support schools administratively. In many schools, the AO II is the only non-teaching personnel available, which means they are expected to take on almost all non-instructional duties. Because of this, AO IIs have become multitaskers or “jugglers,” managing a wide array of responsibilities on their own.
Based on their Key Result Areas (KRA), AO IIs are tasked with four major functions: personnel administration, property custodianship, general administrative support, and finance management (Civil Service Commission [CSC], 2017). They are also assigned 13 ancillary tasks that were previously handled by teachers (Department of Education [DepEd], 2024). This heavy workload is often made more difficult by the nature of school assignments most AO IIs are assigned to two schools that are far apart, while others are sent to a single school that may be centrally located but still face logistical or resource-related challenges, especially in remote areas. Adding to this is the fact that the qualification standards for AO II, as stated in COA_AS_Memo10062016, require only a bachelor’s degree and Civil Service Professional/Second Level Eligibility. Prior experience or specific training related to the job is not mandatory. As a result, many Administrative Officers II begin their roles without the training or background needed to manage the complex and demanding tasks expected of them.
While much attention and research has been given to the teaching workforce, the realities faced by non-teaching personnel, particularly those in AO II roles, are often overlooked. As Ewton (2019) notes, one of the persistent challenges in educational leadership is providing proper support and supervision for non-teaching staff. This study seeks to fill that gap by exploring the lived experiences of Administrative Officers II in the districts of Sibagat, Agusan del Sur. It will delve into how these individuals cope with their responsibilities, the challenges they face, and the opportunities they encounter in their roles.
The findings of this study aim to benefit a wide range of stakeholders, AO IIs, teachers, school heads, students, and policy-makers by highlighting the realities on the ground and encouraging better support systems. Moreover, as non-teaching demands continue to grow in educational institutions around the world, this research may also offer insights into future studies focused on the evolving role of school-based administrative personnel.
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