Wesleyan University – Philippines

Maria Aurora Extension Campus

College of Education

CHAPTER I: INTRODUCTION

Rationale

Education is the foundation of knowledge and skills of a person. School is a home

for knowledge and new experiences, learning various concepts in surviving in life.

Teachers are in charge of disseminating and developing cognitive, affective, and

psychomotor aspects for the growth of students. Teachers' job is primarily to teach and

impart knowledge and be responsible for shaping the lives of young endeavors. Teaching

and learning are never-ending cycles, but the learning and teaching process discontinues

due to some circumstances.

Teachers' workloads must be more incomparable to other professions, which

usually hinders their teaching performance. As per Section 13 of the Republic Act No.

4670 or the Magna Carta for Public School Teachers, any teacher engaged in classroom

instruction shall not be required to render more than six (6) hours of classroom teaching

daily. However, public school teachers are not exempted from the eight-hour workday as

per the legal hours of the labor-minimum requirement in R.A. No. 1880. Performing too

much workload affects their mentality, physicality, and emotions; they can be stressed,

depressed, anxious, and tired of teaching. Teachers need more time management to

prepare for their daily instruction and need more time to rest. They often deal with

several bits of paper that have nothing to do with their teaching in a classroom in a way

that causes them to file reports, narratives, and so on constantly. Teachers' time to relax

and unwind had disappeared, and more importantly, their time to discuss valuable

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knowledge with students. Burdwan and Mutendwahotte in Okolocha and Ifi (2018)

opined that teachers carry an appropriate workload that will guarantee effective learning.

Teachers' productivity depends on how large their workload is. If the teachers

have excessive workloads, their working conditions are likely to be absent, have a stress-

related illness, and their productivity and commitment tend to be low (Edo & Nwosu,

2018). Their growth and development as teachers also stirred, including their teaching

performance. They cannot administer the desired feature for the learner, and workloads

prevent them from giving their best in the teaching process.

This study covered thirteen (13) schools in Maria Aurora with a total number of 40

respondents. This study aimed to understand the effects of teachers' workload on their

teaching performances: workload of teacher, productivity, job satisfaction, time

management, and teaching performance. The survey questionnaire was administered to

every Grade 5 and 6 teachers in different schools in Maria Aurora. The findings of this

study will allow researchers to analyze the diverse effects of teachers' workload on their

teaching performance. The researchers believed it is benign to know these effects to

provide meaningful recommendations to future teachers.

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College of Education

Literature Review

Teaching is becoming more challenging, with more paperwork, bureaucracy, and

unruly classes that cause teachers to break down their priorities. They lack time to

examine the needs of learners, have poor relationships with learners, and have distressing

working conditions, thus becoming exposed to many sources of stress (Hasan, 2015). As

a result of the enormous amount of work, teachers need to be more capable of handling

the demands of their work. Work overload is one of the factors causing burnout among

teachers. It causes reduced physical and emotional energy (Malik, 2019).

Age

Sims (Citation2018) presented cross-country evidence of teachers’ age being

weakly correlated with job satisfaction, while gender had no effect.

Hodges (2015), “There is too much demand – often on pain of failure or censure –

on young teachers who are still learning the craft. They should be allowed time and

tolerance to think creatively, make mistakes, and learn from them. We encourage this for

our pupils – student teachers and NQTs should be able to do the same. Just because you

raise demands and expectations does not mean you raise standards.”

Age is traditionally an asset to an individual, a most accessible variable, which is

added to a person’s resume. The previous successful tenure and training were considered

the most critical variables for promoting teachers. In this study, the age of the teacher was

not taken as an essential attribute by the students. This data for preference of age by

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students was not statistically significant. (P value > 0.05) Bodhe et al. also had similar

findings (Bodhe, 2015).

Sex

Mihai, Chraifa, and Ioniga (2015), this study’s main objective was to explore

gender differences regarding overload and workload and the relationship between these

two dimensions. The present research confirmed all three hypotheses, allowing the

assessment that both the primary and secondary objectives were achieved. The point from

which we started this study was to identify gender differences in terms of overload and

workload. After observing and collecting the data from employees of the multinational

company, we wanted to research how they are overloaded at work. As presented in this

research, several studies were conducted on burnout, mainly to see how this could be

diminished. Some were conducted on performance evaluation after workload or how this

is felt among family members. There have been studies on the professional-personal lives

report and on contract termination due to low productivity and not achieving performance

at work. This research showed that women have higher levels of workload than men and

higher levels of overload; there is a significant relationship between these two

dimensions, overload and workload, resulting from one and the other.

Kreuzfeld and Seibt (2022), worldwide, a significant proportion of teachers retire

prematurely for health reasons or at their request. The study examines whether male and

female teachers differ in working conditions, coping with high work demands, and

individual factors promoting early retirement. A cross-sectional study was conducted to

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collect data from 6,109 full-time teachers in high schools (56% women). Weekly working

hours from a four-week working time record and psychosocial work stress (effort-reward

model, ER ratio) were used as workloads. In addition, emotional exhaustion (Maslach et

al.) and coping strategies that endangered health were recorded in the form of over-

commitment and inability to recover. Also, the teachers gave a prediction and reasons for

early retirement and suggested how to prevent this. The results show that both workloads

and emotional exhaustion are comparable between the genders, but women have a greater

tendency than men to overcommit and be unable to recover. As the ER ratio and

emotional exhaustion increase, the chances for both genders to reach the regular

retirement age decrease significantly; for health-endangering coping strategies, the

relationship is somewhat weaker. Most male and female teachers (79%) indicate

excessive workloads as the main reason for leaving the profession early. Measures at the

organizational, social, and individual levels are necessary to protect teachers from high

workloads. Proposals for schools and policymakers are critically discussed based on

teacher recommendations.

Statistical analysis of mental workload rates between male and female teachers

using an independent t-test showed a statically significant difference (P=0.02); it is worth

noting that the mental workload in female teachers was higher than males. The mean

mental workload was statistically significant between teachers having one and two jobs

(p=0.03). The mental workload of teachers having two jobs was higher than that of those

who only taught in the school. The mean mental workload between elementary and

secondary school teachers showed a significant difference (p=0.01), and the mental

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workload of teachers who teach in elementary schools was higher than that of teachers in

secondary schools.

The high level of stress among teachers is a frequently reported problem globally.

However, less is known about how demands and resources among teachers affect

depressive symptoms and to what extent gender differences in these conditions can

explain potential differences in depressive symptoms. The present study investigated

gender differences in teachers’ self-reported depressive symptoms and differences in their

demands and resources in both work and home spheres. Associations between demands

and resources, respectively, and depressive symptoms, as well as gender differences in

these associations, were examined (Stengård et al., 2022).

To target potential gender differences regarding demands and resources in the

work and home spheres, we draw upon social constructivist perspectives and social role

theory. According to social role theory, people are socialized by society to adhere to

social and occupational roles that align with masculine and feminine gender stereotypical

traits and behaviors. For example, women are still expected to be caring and to focus

more on relationships than men (Eagly, 2020), which might have implications in the

school context so that female teachers become more attentive to their students' emotional

needs. Power and higher social status are inherent to the masculine gender role, paving

the way for access to privileges in organizations and increasing their chances of

maintaining and gaining more favorable job resources (Dubbelt, 2016).

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According to national-level data from Sweden, teachers are among those

professionals who have the highest prevalence of psychiatric diagnoses and report the

poorest psychosocial working conditions (Swedish Social Insurance Agency, 2014). The

findings of a recent study illustrated that teachers reported higher job demands and lower

decision authority in the Swedish education sector compared to workers in many other

sectors; this trend was particularly pronounced among female teachers between 1991 and

2013 (Cérdas, 2019).

According to the social role theory, population-based figures from several

European countries show that women spend far more time doing unpaid work (e.g.,

housework and childcare) than men despite working full time (Moreno-Colom, 2017).

Civil Status

Vinnela and Okuminese (2016). This study examined the influence of marital

status on the job performance of public teachers. Based on the findings, it was

recommended, amongst others, that the employment of counselors in schools will help

teachers deal with psychological and domestic issues regarding the relationship status of

teachers.

Reyes (2013) states that a teacher from a broken home cannot perform to his/her

maximum and cannot healthily develop his/her students' academic potential to the fullest

because he/she is separated. Manjula (2013), The teacher from an organized and

stabilized home is more likely to develop students into full-fledged humans able to

discover their academic strengths and other attributes. A teacher from a broken home

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may have feelings of insecurity, affecting his/her performance. A teacher from a broken

home left with the responsibility of raising children single-handedly will perform poorly.

Underlines that complimenting roles in the family by both spouses is the inherent

advantage one from a broken home suffers. He asserts that the more stable the family, the

more secure the teacher will feel in his place of work, and this will show in his

performance. The teacher living in the shadow of the broken home is often bewildered by

the comings and goings and by the fact that essential relationships are not promoted or

are broken off and disrupted at a very impressionable time (Devine, 2015)

There is also the situation in Sweden, where married or cohabiting women spend

more time on unpaid work than men (Statistics Sweden, 2018).

Length of Service

According to Ukkas (2017:19), "The length of a person's working period greatly

affects the speed and skills in doing the job."

The descending teaching performance due to the increasing years of experience

was due to the loss of initial support structure and the expanding workloads,

responsibilities, and emotional problems. Several previous studies examined the

correlation between teaching quality and years of experience. Also, they questioned

whether the previously detected post-five-year improvement might be associated with

early career degradation and less effective early career teachers (Pranoto et al., 2021).

When compared to younger or new employees, who were typically more

dynamic, enthusiastic, and excited about the job and the rewards it would bring for their

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increased effort, Janardhanan and Raghavan (2018) found that employees who had

worked for organizations for a long time tended to perform poorly because they lost

motivation as they aged.

Monthly Salary

Teachers' high and low salaries influence teacher performance (Ratika et al.,

2018). Matthew (2015) has shown the effect of teacher pay on the distribution of

experience among teachers hired by public school districts. Overall, a 1% increase in

base salary for teachers of a particular experience level increases the proportion of the

targeted teachers hired by 0.04–0.08 percentage points. Pay increases significantly affect

hire rates among teachers with 2–3 years of experience, and the effect diminishes with

experience.

Lukas (2014) states the impact of teacher salaries on students' educational

achievements. It is often debated about teacher salaries and improvement or jeopardizing

their standard, but educational consequences that may result from these intentions are

rarely addressed. The teacher's role in student achievement outcomes is unquestionable.

The paper confirms that the teaching profession is more popular as incomes increase,

attracting more motivated and skilled individuals.

The world of education cannot be separated from a teacher because the teacher is

one of the components that determine the implementation of the education process

(Purnomo et al., 2020). The role of teachers in the world of education is also vital in

improving teaching performance for teachers (Illahi, 2020).

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Maria Aurora Extension Campus
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Number of teaching workload

The Magna Carta for Public School Teachers, or Republic Act No. 4670, states

that teaching hours shall not exceed six hours a day.

The school heads plan and assign six hours of actual classroom teaching, i.e., six

teaching loads at one hour per teaching load, with due regard to possible teaching

intervals of DepEd Memorandum No. 291, s. 2008). However, this regulation is not fully

implemented in most schools because of the different interpretations and difficulty in

harmonizing all other policies, such as RA 1880, which provides that public school

teachers are not exempted from the 8-hour workday as per the legal hours of the labor-

minimum requirement.

The impact of teacher workload on students can be significant. Teachers who are

overworked and stressed are less effective at delivering instruction, resulting in lower

levels of student engagement and academic achievement. Students may also need more

personalized attention and feedback, leading to reduced motivation and academic

performance (Afzal & Rafiq, 2022; Kamran et al., 2022).

Workload of Teachers

Sometimes, the teaching work is negatively affected by burnout felt by the

teachers. Teachers experience stress because of their workload as they plan lessons,

organize activities, develop curriculum, manage extra-curricular activities, supervise

classes, provide information, maintain discipline, provide cover for teacher shortages and

absences, maintain records, administer time tables, evaluate and assess student’s

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Maria Aurora Extension Campus
College of Education

performance, in addition to the motivation of students by words and actions (Desouky &

Allam, 2017). Research has found that there are many sources of teachers’ stress and

problems, such as teaching unmotivated students, maintaining discipline, time pressures

and workload, coping with change, being evaluated by others dealing with colleagues,

self-esteem and status, administration and management, role conflict and ambiguity, and

poor working conditions due to their many roles in the society. Competing requests for

various tasks result in a degradation of primary task performance (Alkahtani et al., 2016).

Stress in the teaching profession is an international phenomenon that negatively affects

both the teacher and the quality of education. Possible consequences of teacher stress are

reduced teacher self-efficacy, lower job satisfaction, lower levels of commitment, and

higher levels of burnout (Skaalvik & Skaalvik, 2016).

Excessive workload may lead teachers to ruminate about the many tasks that kept

them aroused all day and about ways to take care of all of their workloads the next day,

thus not allowing them the necessary relaxation to fall asleep or leading to agitated or

restless sleep (i.e., sleeping problems) (e.g., Pereira & Elfering, 2014).

Workload, Sleeping Problems, and Work Outcomes Past research found that

workload positively relates to emotional exhaustion and presenteeism and negatively to

job satisfaction and performance (e.g., Wirtz et al., 2017). According to the

‘intensification’ thesis, external pressures from policymakers, supervisors, parents, and

experts fuel an ever-expanding teaching role and associated workload. Against that

background, we examined how four interpersonal relationships (students, colleagues,

supervisors, and parents), teaching-related and non-teaching-related workload (e.g.,

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paperwork), and autonomy are related to teacher burnout (emotional exhaustion,

depersonalization, personal accomplishment). The participants were 1878 Flemish

teachers 45 years of age or older. The data were analyzed using structural equation

modeling. Interpersonal relationships were differentially related to burnout. Teaching-

related and non-teaching-related workloads were both related to emotional exhaustion.

Autonomy was most strongly related to non-teaching-related workload (Droogenbroeck

et al., 2014).

Many resources at work to deal with high workload (e.g., energetic, emotional,

and attentional resources), and because incomplete recovery does not allow them to

restore these resources, teachers may eventually feel drained and unable to deal with their

daily demands and interactions at work (i.e., emotional exhaustion). Past studies also

showed that poor recovery experiences led to higher presenteeism and lower satisfaction

and performance levels (e.g., Sonnentag & Fritz, 2015). Indeed, those employees who

lack sleep because of their high workload may still go to work to avoid their workload

from piling up, even though they do not have the energy to attend to their jobs (i.e.,

presenteeism) (Miraglia & Johns, 2016).

Work overload is one of the factors causing burnout among teachers, as it causes

reduced physical and emotional energy (Malik, 2019). Factors that cause exhaustion may

include more extended hours of teaching and the need for ideal conditions that the

workplace could not provide (Demirel & Cephe, 2015).

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Due to excessive amounts of paperwork and teaching children simultaneously,

teachers compromise the relaxation they need, which might lead to stress, according to a

study conducted in Saudi Arabia (Tahseen, 2015). Too much pressure would result in

burnout from the inability to handle work demands. In Sweden, teaching reported high

levels of stress-related symptoms and exhaustion compared to other professions. Nine out

of ten teachers stated that they experienced their workload as unreasonable (Jendle &

Wallnäs, 2017).

Sometimes, the teachers’ morale is negatively affected by their burnout.

Unfortunately, the effects of burnout are not limited to the workplace and may manifest

themselves in a person’s personal life. More teachers leave their jobs due to working

conditions than other reasons, such as salaries (Tehseen & Hadi, 2015).

Higton, L., Richards, C., Sofroniou, & Owen (2017). The Workload Challenge

undertaken by the Department for Education from 22 October to 21 November 2014

asked teachers to share their experiences, ideas, and solutions for tackling the

unnecessary and unproductive workload. In response, the Government set out a program

of action to address unnecessary workload (DfE, 2015). One of these actions was a

commitment to undertake a large-scale and robust survey of teacher workload in English

schools every two years in the spring term. This report describes the findings of the first

baseline study in this series, which was designed to survey teachers in a large sample of

schools and yield data comparable (as far as possible) with the Organisation for

Economic Co-operation and Development’s (OECD’s) Teaching and Learning

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International Survey (TALIS) subset of questions relating to working time and attitudes

to workload.

Hodge (2015), in response to the findings, a spokesperson for the Department for

Education (DfE) said: “The secretary of state has made clear to the teaching unions our

commitment to working with them to help reduce unnecessarily high workloads, caused

by needless bureaucracy. We also announced our support for a new independent College

of Teaching – a new organization being developed by teachers for teachers to champion

high standards in the profession.” Julian Stanley, chief executive of the Teacher Support

Network, was not surprised by the research results: “Teachers do not enter the profession

expecting to work 9 to 5, but workloads are spiraling out of control. This is having a

devastating impact not only on teachers’ mental and physical health but also on their

ability to teach.”

Similarly, Caroline Wakoli (2013) studies the effects of Workload on the

Teachers’ Performance in Kanduyi Division, Bungoma District. The results found that

Teacher overload is a real problem in these primary schools, which, as this study

revealed, hurts teacher performance. This is evident since the teacher does not have

enough time to prepare and teach the pupils. Individual pupils’ problems are not catered

to, especially slow learners, because there are too many in a class and lesson periods are

short. There is no in-depth preparation and grasping of the concepts since the subjects are

too many to be prepared for. In any given responsibility, the teacher may be reluctant to

carry out his duties as expected (Gul et al.; S. S., 2020). Instead, he/she will give more

time to classwork because of the Workload.

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A few numbers of the suicides of Teachers in the Philippines provide alarming

results in the education sector in the Philippines (Business Mirror, 2018). Based on

several media reports, the Department of Education is mourning over the death of a

teacher and says that they will look into it, and it is non-work related. The Department

also clarifies that the Workload should not be blamed for the teacher’s suicide because

other factors may contribute (Mateo, 2018; Reyes, 2018). While The Teachers’ Dignity

Coalition (TDC) met with DepEd officials to discuss concerns over the supposed

Workload, it cited that the heavy burden of paperwork is one of the reasons for the

teacher who hanged herself in one case of teacher suicide in 2018 (Mateo, 2018).

While the education sector refuses to correlate Workload with the suicides, they

still emphasize that it is a wake-up call for public school teachers to learn how to manage

work pressures that are reacting to news circulating on social media that heavy

paperwork had prompted one multi-grade teacher to commit suicide. The Department of

Education urged the reduction of teacher workloads (Hernando-Malipot, 2018). Due to

the numerous reports, the secretary of the Department of Education said that they have

already reduced the Workload of teachers, which includes clerical and paper works.

Based on the news report, the secretary added that they are currently studying how to

unload further teachers (Terrazola, 2018).

The teaching profession involves various job demands that often underpin a

perception of a heavy workload. Other job demands include multiple meetings that

interfere with preparation time, administrative paperwork generated by the management,

and constant reforms and changes that demand re-organization of work and work tasks.

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Almost half of the teachers interviewed stated that increased administrative work tasks

added to the high Workload. Thus, the high Workload was not associated with the

teaching itself but with the continuous growth of new added demands without removing

other work tasks. Teachers stated that they had to deal with new technological systems,

new requirements for long-term educational planning to align the teaching with the goals,

new needs for grading and assessing students’ results, and extensive individual

development plans for each student with increasing time pressure. It was perceived to

cause unplanned changes in the schedule and a higher workload (Arvidsson et al., 2019).

Comparing the workload in the United States teachers, predictably, U.S. teachers

also spend more time teaching in the classroom than their international one study shows

that U.S. teachers in grades 10 through 12 spent an average of 1,076 hours teaching

students each year, while the global average is just 655 hours (Organisation for Economic

Cooperation and Development, 2014). The study shows that teachers' working hours

outside the Philippines are 3 to 5 hours daily. The report covers all 34 OECD member

countries and ten partner countries (Moeny, 2014).

Teachers experience stress because of their workload as they plan lessons,

organize activities, develop curriculum, manage extra-curricular activities, supervise

classes, provide information, maintain discipline, provide cover for teacher shortages and

absences, maintain records, administer timetables, evaluate and assess student's

performance, in addition to the motivation of students by words and actions (Desouky &

Allam, 2017).

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The workloads and well-being of the teachers are essential factors to consider

when working towards achieving our educational goals. In this study, we investigated the

teachers' workloads and well-being and explored their relationships with the students'

academic performance. High school teachers from three divisions in Northern Mindanao,

Philippines, participated in a survey on the extent of their workloads and their workplace

well-being. The majority of the respondents reported moderate to heavy workloads. They

also responded positively to all three domains of well-being considered in this study.

Comparing the teachers' responses with their students' National Achievement Test (NAT)

scores reveals no significant relationships. The results suggest no direct link between the

teachers' workloads and well-being and their students' academic performance. However,

the moderate to heavy workloads reported by the respondents reverberate a pressing issue

in the educational workforce. Furthermore, based on the responses, the environmental

domain scores the lowest among the three domains of well-being. Thus, policymakers

and school administrators consider the work environment and the teachers' workloads

when adopting policies and measures relevant to the teachers' working conditions to

address the related issues.

The teachers' workload in public sector universities can significantly impact their

students' efficiency and academic achievement. In recent years, there has been growing

concern about teachers' workload, with many educators reporting high stress levels and

burnout. The teachers in public sector universities often have to deal with large class

sizes, heavy administrative workloads, and increasing pressure to meet performance

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targets. As a result, they may be overburdened with work, leading to high levels of stress

and exhaustion (Rose & Sika, 2019).

Teachers who are stressed and overworked may need help to maintain their focus

and motivation. This can negatively impact their efficiency and ability to provide quality

education to their students (Hester et al., 2020). For instance, the teachers may need more

time to adequately prepare for their classes, leading to poor lesson planning, ineffective

teaching strategies, and limited personal interaction with students. Furthermore, a high

workload can lead to teacher burnout, which can affect their health and well-being in the

long term. When teachers are burnt out, they may become disengaged from their work,

leading to lower job satisfaction and increased turnover (Mullen et al., 2020).

The impact of teacher workload on students can be significant. Teachers who are

overworked and stressed are less effective at delivering instruction, resulting in lower

levels of student engagement and academic achievement. Students may also need more

personalized attention and feedback, leading to reduced motivation and academic

performance (Afzal & Rafiq, 2022). The influence of workload on teachers' efficiency

and students' academic achievement in public sector universities cannot be ignored.

Universities need to manage teacher workload and ensure educators have the

resources to educate their students effectively (Balang, 2021). This includes providing

teachers with adequate training, resources, and support, reducing administrative burdens,

and addressing root causes of stress and burnout.

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According to the Organization for Economic Cooperation and Development

(OECD), teachers in many countries face high workload levels, leading to stress, burnout,

and reduced effectiveness in the classroom (Szabó et al., 2022). OECD has suggested that

policymakers take steps to reduce teacher workload, like improving the efficiency of

administrative tasks and providing more opportunities for professional development

(Rafiq et al., 2022).

In South Asia, the impact of workload on teacher efficiency and student

achievement is also a significant concern. In many countries in the region, like India and

Pakistan, public sector universities need more resources, which can lead to high teacher

workloads. Teachers may be required to teach large classes, manage administrative tasks,

and provide additional support to students with limited resources (Khan et al., 2019). As

a result, South Asian teachers may face high levels of stress and burnout, leading to lower

efficiency and reduced student achievement. In recent years, policymakers in South Asia

have taken steps to address the issue of teacher workload. For example, the government

of India has launched several initiatives to reduce teachers' workload, including using

technology to simplify administrative tasks and introducing more flexible work

arrangements (Kang & Sidhu, 2015). Similarly, the Pakistani government has introduced

policies to reduce teacher workload, such as increasing the number of teaching staff and

improving infrastructure in public sector universities. The impact of workload on teacher

efficiency and student achievement is a global issue with significant implications for

public sector universities in South Asia and beyond. Addressing this issue will require a

collaborative effort from policymakers, educators, and other stakeholders to ensure

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teachers have the necessary resources and support to deliver high-quality education to

their students.

Productivity

Orlanda-Ventayen and Ventayen (2021) state that work Stress and depression

should be adequately treated to maintain productive teaching as the noblest profession.

Unmanaged stress and depression could lead to a severe outcome that affects the happy

environment in the classroom. Thus, managing stress and avoiding depression in the

workplace are critical situations a teacher should aim for to succeed.

Moleta and Cabaleta (2023). The study examines the relationship between health

risk and work productivity among selected public school teachers. It also aims to identify

the profile of the respondents in terms of their age, gender, educational attainment,

current position, and number of years in the service. It explores the factors associated

with health risks on work productivity in terms of job design, including control over

work, overtime and number of hours worked, providing social support, conflict between

work and family commitments, and perceived fairness and justice at work and how health

risks affect the work productivity of the selected high school teachers in Caloocan School

respondents along the area of teacher performance, professional competence, work

discipline, and work productivity. Likewise, factors associated with health risks on work

productivity of the respondents show that job design control over work shows that it

assumes a linear relationship between autonomy and outcome variables, which implies

that the more autonomy workers have, the better which proposes the need to make

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decisions regarding the design and pursuit of one’s job and is considered a job demand,

as it can be associated with supplemental efforts.

Job Satisfaction

Employees are likely to believe that it is more beneficial for them to leave the

organization and look for another organization or job if they are dissatisfied with the

current job, expectations are not met (salary, promotion, peer group, attitude of the school

management, organizational culture, etc.), the organization and the employer are not

satisfied), the inability of the organization and the individual to achieve common goals

(Yücel & Koçak, 2018)

Prior studies have demonstrated that all individuals are not equal in the face of job

demands and that various personal and work characteristics may moderate the

relationship between workload and incomplete recovery. Additionally, prior research

demonstrated that excessive work behaviors could lead to poor recovery experiences

(Huyghebaert et al., 2016). Therefore, the present research explored how workload may

interact with over-commitment to predict sleeping problems. Teachers were less willing

to encourage their family members, including their children while being more willing to

promote either students or student teachers to join the profession. Spirituality and general

job satisfaction were moderately and positively correlated. Spirituality is related to job

satisfaction for selected teachers. However, it is not related to the general job satisfaction

scale Forsythe, G.L. (2016)

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The study found that teachers who were overworked were less motivated to

perform their duties, leading to decreased job satisfaction and efficiency. Spoel and

Velden (2020) found that a high workload was associated with decreased well-being and

job satisfaction among university teachers in the Netherlands. The study found that

increased workload was associated with a higher likelihood of burnout and reduced

motivation to perform well in the classroom. Spector (2019) found that increased

workload was associated with reduced job satisfaction and burnout among United States

university teachers. The study found that high workload resulted in decreased efficiency

and effectiveness in the classroom, which, in turn, negatively affected student academic

achievement. Antonio (2017) found that increased workload was associated with reduced

job satisfaction and increased levels of stress among university teachers in Australia.

Teachers' quality of work can improve the performance and job satisfaction of the

employees at work by organizing the working conditions. Teachers working under

unfavorable conditions and with excessive workloads reduce their work quality. (Demir,

2016). Employees spend most of their time at work, and their productivity increases in

line with their job satisfaction (Yalcin, 2014)

Herzberg concluded that job characteristics related to what an individual does

gratify one's needs on achievement, competency, status, personal worth, and self-

realization, thus making him happy and satisfied (Surbhi, 2020).

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Time Management

Workload and Stress are significant factors that affect the time management

process—it was concluded that two Factors, workload and lack of time, are the main

reasons for anxiety and depression. To avoid Stress, turning the stuff down and staying

committed to the work are the best ways of saving time because, in this way, individuals

can complete their assigned work on time.

The findings of this study will not only explain the impact of teachers' workload

on their time management skills. However, they will also suggest ideas to manage time

efficiently and effectively and reduce teachers' workloads (Gul et al. (2021) concluded

that time management does not solve management problems. However, it allows

managers to find solutions, plan for the future, and assess progress. This research work

will be essential in developing time management skills and reducing teacher's workloads.

Canoma (2017) indicated that each teacher must do these duties and

responsibilities in service. This tool checks and balances if one is doing his duties

diligently with quality, efficiency, and on time.

Teaching Performance

Performance can be interpreted as the level of success of teachers in carrying out

educational tasks by their responsibilities and authority based on performance standards

that have been set during a specific period to achieve educational goals (Syamsuddin &

Ferawati, 2019). Teacher performance is not realized just like that but is influenced by

certain factors, both internal factors and external factors. Internal factors of teacher

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performance are factors that come from within the teacher that can affect his or her

ability, skills, personality, perception, motivation to become a teacher, work experience,

and family background (Utami & Negara, 2021)

Francisco's (2020) studies link teachers' personal and professional demographic

characteristics to the student’sstudents' academic excellence. A study found a significant

relative contribution of the teachers' academic qualification, content knowledge,

instructional quality, evaluation procedures, and job satisfaction to the participants'

academic performance. Also, another study revealed that the attributes of a teacher affect

their skills. In particular, the instructional practices of teachers affect students' academic

performance. Kanwal, Rafiq, and Afzal (2023), the teachers who effectively manage their

workload are better able to provide support and guidance to their students, resulting in

improved academic achievement. The study concludes that reducing the teachers'

workload and providing support to manage workload effectively can positively impact

both teacher and student outcomes.

Shah and Udgaonkar (2018) state that teaching is the ability of teachers to impart

knowledge efficiently. An effective teacher will be competent, have knowledge and skill,

and be a performer, i.e., he can use knowledge and skill in a classroom to accomplish a

teacher's goal. It is said that experience and age have a positive effect on teaching.

However, over some time, there has been a change in observations. Students" views are

changing. In a few of the recent studies, students have chosen teachers with good

knowledge, communication skills, and a student-friendly nature. So, we planned to take

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students' feedback regarding their choice of gender and age of teacher in our classroom

teaching.

Teaching effectiveness is vital because effective teaching helps student learning.

It has become even more important as the emphasis on quality in higher education has

increased (Chirimi, 2016). Effective teaching does not occur by chance; teachers have

become good at what they do because they evaluate their practice. Beck and Chrime

(2016) identify the following potential sources of evidence of teaching effectiveness:

student ratings, which include student evaluations of teaching, peer reviews, self-reviews,

videos of practice, interviews with students, alums, employer and administrator ratings,

teaching awards and scholarship, learning outcome measures and maintenance of

teaching portfolios. Chirimi (2016) stated that a different set of criteria needs to be

applied to achieve the objective of effective teaching and improve teaching practice and

teacher performance. Such criteria include adjusting the number of students in a

classroom, modifying teachers' tasks, student ratio, working hours, etc.

In agreement, Yang, Chunchih, and Chich (2014) stated that a high level of

workload or even a moderate amount sustained over a long period of time declines job

performance. Guimary, Gabunilas, and Galagar (2022) state that there is no direct link

between the teachers' workloads and the well-being and performance of the participants.

However, the moderate to heavy workloads reported by the participants reverberate a

pressing issue in the educational workforce.

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It is supported by Tancinco's (2019) study that attitude level and the extent of

workload policy implementation as perceived by the participants were not significantly

related to their work performance. Indicated suggests that the general negative attitude of

participants towards overload had nothing to do with their job performance. However, it

was also emphasized that necessary policies regarding workload distribution and

incentive systems must be adopted and religiously enforced to affect the management

efficiency of the institution.

In their separate studies, Tancinco (2016) and Wakoli (2016) declared that

workload intensification decreases teacher efficiency. Their research findings revealed a

positive relationship between intensified duties and job performance. Most respondents

claimed that overloading or intensifying work made them inefficient inside the classroom

and affected the time to supervise and advise their students and prepare the teaching

materials of the day. Intensified workloads add some pressure on the teacher's

effectiveness and leave minute time to meet significant teaching duties such as designing

class discussions or giving feedback to students (Lopez, 2017).

Work Performance

According to Tancinco's (2019) study, no significant correlation was found

between participants' work performance and their perceived workload policy

implementation extent or attitude level. This shows that participants' overall negative

attitudes about overload were unrelated to their work performance. To improve the

institution's management effectiveness, it was also underlined that the appropriate

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policies regarding allocating the workload and the incentive system must be adopted and

strictly enforced.

Jomuad et al. (2021) also showed that instructors have a heavy burden. Their

degree of burnout is likewise elevated. In contrast, the work performance of teachers is

highly favorable. Teachers' levels of burnout are significantly influenced by their

workload. Their workload also impacts teachers' performance. School administrators

should follow the proper workload assignments to prevent stress and burnout.

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Theoretical Framework

Wicken presumed this theory, which proposes that the human operator does not

have a single information processing source that can be unable to do so but several

different pools of resources that can be capable simultaneously. Depending on the nature

of the task, these resources may have to process information sequentially if the various

duties require the same pool of resources or can be processed in parallel if the

undertaking work requires different resources. Wicken explained the two concepts of this

theory as the concept of resources and multiple. The conception of resources connotes

something that is both limited and allocatable (i.e., can be distributed between tasks),

while the notion of multiple connotes parallel, separate, or relatively independent

processing. Various resources formally define the intersection between these two

concepts, but each idea has a great deal to contribute towards understanding time sharing

(multiple tasks) performance. The theory explanation of dual-task performance relied on

mechanical analogies of workload and power. The theory proposed that resources seemed

to be specialized, as the nature of simultaneous tasks affected our ability to do them.

Additionally, tasks compete for a shared pool of multiple resources. Concurrent

tasks that require similar resources may interfere with each other. Performing two tasks

together will reduce the efficiency of each assignment. However, multiple resource

theory recognizes that handling multiple tasks may lead to a contraction of task efficiency

and reduced outcomes.

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The theory describes humans as having limited capability for processing information.

Their efficiency in their work is disrupted due to an overload situation, where the

operator needs to perform two or more tasks at one time. In this regard, multiple resource

theory is observed as a workload premise and concludes performance breakdowns in high

workload circumstances. Considering that cognitive resources are finite, a supply and

demand problem occurs when the individual performs two or more tasks that require a

single work. The implication of this theory to the present study is to know the effects of

teachers' workload on their teaching performance in class, which results in having too

many periods to apply, that is to say, a teacher under heavy workload. The theory is

connected to the present study in that it supports that handling multiple tasks with the

same resources may lead to low productivity of their work. The value of multiple-

resources theory lies nearly entirely in its ability to account for carrying out more than

one task using the same resource, which causes problems and results in errors or slower

task performance. For example, if the task is to teach a fixed lesson and the same teacher

has to mark the exercise and still needs to attend to administrative responsibility, the

result is failure to accomplish those tasks at the exact time and effectively and attributed

to excessive workload.

Conceptual Framework

The workload of a teacher considerably affects their work performance. Work

overload is one of the causes of burnout and exhaustion of teachers. Their experiences

during this period influenced their productivity, job satisfaction, time management, and

teaching performance.

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INPUT OUTPUT
A. Profile of the teachers in terms of:

1.1 Age
PROCESS
1.2 Sex

1.3 Civil Status

Effects of
-Data
1.4 Length of Service teacher’s
gathering
workload on
1.5 Monthly Salary
-Calculation their teaching
1.6 No. of teaching Loads of result performances

B. Effects of teachers Workload on their teaching -Statistical

performance in terms of analysis

a. Workload

b. Productivity

c. Job satisfaction

d. Time management

e. Teaching Performance
Figure 1. Research paradigm showing the effects of teacher workload on their teaching
f. Work Performance
performance.

Statement of the Problem

This study aims to determine the effects of teacher’s workload on their teaching

performances, specifically determined to answer the following questions:

1. How may the teachers’ demographic characteristics be described in terms of:

1.1 Age

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1.2 Sex

1.3 Civil Status

1.4 Length of Service

1.5 Monthly Salary

1.6 No. of teaching Loads

2. What were the effects of teacher’s workload on their teaching performance in

terms of;

a. Workload of teachers

b. Productivity

c. Job satisfaction

d. Time management

e. Teaching performance

f. Work Performance

3. Is there a significance relationship between profile and the effects of teacher’s

workload?

4. Is there significant relationship between the teachers’ workload and their work

performance?

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Definition of Keywords

The term used in this study are defined as follows:

 Burnout - Burnout is a state of emotional, physical, and mental exhaustion

caused by excessive and prolonged stress. Anyone can feel burnout, especially

teachers who have an excessive workload.

 Education - The act or process of imparting or acquiring general knowledge,

developing the powers of reasoning and judgment, and generally preparing

oneself or others intellectually for a mature life. Education is needed and

meaningful to everyone, and it guarantees that a person will gather information

and learn basic skills.

 Job Satisfaction - a positive emotional response you experience when doing your

job or when you are present at work. Teachers feel job satisfaction when they can

do all their workloads accordingly.

 Productivity - a measure of economic achievement that compares the amount of

goods and services produced (output) with the amount of inputs used to generate

those goods and services.

 Stress - a state of worry or mental tension caused by a challenging situation.

Stress is a natural human response that prompts us to address challenges and

threats in our peace of mind. Teachers do experience numerous stresses, but they

handle them well.

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 Teacher - a person who teaches or instructs, especially as a profession. They are

the ones who honed and moulded students' growth and development.

 Teachers’ Workload – time spent teaching, administrative or additional and

extracurricular activities, and performing co-curricular responsibilities (Hosain,

2016). This pertains to the numbers or amount of the workload of teachers done.

 Teaching - is the concerted sharing of knowledge and experience, which is

usually organized within a discipline and, more generally, the provision of

stimulus to the psychological and intellectual growth of the individual. Teaching

is an art and a chosen profession of teachers.

 Teaching Performance - the set of actions, attitudes, and behaviours in the

teaching-learning environment. Teaching performance could be affected due to

the workload of a teacher.

 Time Management - a method of organizing and planning how to divide your

time between different activities. A skill of a teacher to break down her work and

set priorities.

 Workload - the amount of work or of working time expected or assigned. These

include the excessive paperwork given to teachers.

 Work performance - duties performed by a teacher at a particular period in the

school system in achieving organizational goals.

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CHAPTER II: METHODOLOGY

Research Design

The researchers utilized the quantitative descriptive survey design. A descriptive

research design will help researchers identify characteristics in their target respondents or

particular populations. A vital component of the descriptive research method is using

random variables that the researchers do not control. The collected data will be analyzed

and interpreted to provide a comprehensive understanding of the effects of teaching

workload on teachers' teaching performance.

Research Locale and Sampling Procedure

The research aimed to know the "Effects of Teacher Workload on their Teaching

Performance." The researchers collected the data by asking the total number of grade 5

and 6 teachers in selected schools of Maria Aurora East District to ensure that all the data

gathered represented the total population of the respondents. The total number of

respondents in the study was 40.

The table below provides an overview of the respondents in each school. This data

ensured that all the teachers in each school were included in the study.

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Table 1: Respondents Profile

Schools Number of Respondents

Debucao Elementary School 2

Bagtu Elementary School 2

Sta. Lucia Elementary School 2

Quirino Elementary School 3

Bangko Elementary School 2

Ramada Elementary School 2

Florida Elementary School 2

Dimanpudso Elementary School 7

Maria Aurora Central Elementary School 10

Detailen Elementary School 2

Dikildit Elementary School 2

Cabituculan East Elementary School 2

San Leonardo Elementary School 2

TOTAL 40

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Scope and Delimitation

This research will only cover the Republic Act No. 4670 Section 13 or the Magna

Carta for Public School Teachers. This study aims to determine the effects of teacher

workload on their teaching performance for A.Y. 2023-2024. This study will be

conducted at thirteen (13) selected schools in Maria Aurora East District. Bagtu

Elementary School, Bangko Elementary School, Cabituculan East Elementary School,

Debucao Elementary School, Detailen Elementary School, Dikildit Elementary School,

Dimanpudso Elementary School, Florida Elementary School, Maria Aurora Central

Elementary School, Quirino Elementary School, Ramada Elementary School, San

Leonardo Elementary School, and Sta. Lucia Elementary School. The researchers utilized

40 teachers as their respondents.

Research Instrument

In this study, the researcher will be using a survey questionnaire. The survey

questionnaire is a set of orderly arranged questions prepared by the researchers to be

answered by the respondents, who are teachers of the selected schools, to collect the

effects of teacher workload on their teaching performances. The questionnaire was

adopted in the research study of Tarraya, H. (2023, June 24). Teachers’ Workload Policy:

Its Impact on Philippine Public School Teachers. Puissant, 4.

The researchers will use the Likert Scale Method in the questionnaire to specify

the level of concurrence of the respondents. The questionnaire is composed of three parts.

The first part asks about the demographic characteristics of the teachers to be described in

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terms of age, sex, civil status, length of service, monthly salary, and number of teaching

loads. The second part is about the effects of teachers' workloads on their teaching

performance in terms of teacher workload, productivity, job satisfaction, time

management, and teaching performance. The third part shows the significant relationship

between the teacher's workload and their work performance.

Data Gathering Procedure

The researchers sought the help of the Program Coordinator and Research

Adviser's approval for the request letter in conducting this study. Researchers also sought

permission from the principals of respective schools in Maria Aurora East District by

sending an approval request letter from the program coordinator and research advisers.

The researcher gathered data by going to each specific school in the Maria Aurora district

in the Province of Aurora. The researchers used technology applications like Facebook,

Messenger, and other networking sites to gain familiarity with the person for whom the

researchers were looking. As aforementioned, the study distributed a questionnaire

checklist face-to-face. The researchers retrieved the questionnaire by going back to each

school.

Data Management Analysis

As soon as the pertinent data was gathered, it was computed, sorted out, organized,

tabulated, and abstracted to statistical treatment to answer the questions proposed in the

study. This study aims to determine the effects of teachers' workload on their teaching

performance. Given the statement of the problem, the frequency and percentage were

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used to describe the profile of the respondents in statement number 1. Furthermore, in

statement number 2, the researchers used weighted mean to treat the data. For statements

3 and 4, the researchers used Pearson R to show the relationship between their workload

and work performance.

Percentage. According to Calmorin (1997), a percentage is a way of expressing a

proportion, a ratio, or fraction in relation to a whole, with 100 as the denominator.

Formula:

Percentage = f/ N x 100%

Where: f – frequency

N – population

Weighted Mean. It refers to the set of data taken from the average of the

population (Broto, 2006).

Formula:

WM = ∑f x

Where:

WM – Weighted Mean

∑f x - Summation of the product of data members (X) with their

corresponding frequencies (f)

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N - Summation of the frequencies (∑f)

Pearson R. Measures the strength and direction of the relationship between two

variables

Formula:

Weight Range interval Verbal interpretation

4 3.26-4.00 Strongly agree

3 2.52-3.25 Agree

2 1.76-2.50 Disagree

1 1.00-1.75 Strongly disagree

Ethical Consideration

The researchers first sought the approval of the Program Coordinator and

Research Adviser to survey the different schools in Maria Aurora to view the effects of

teachers' workload on their academic performance. Respondents were not harmed in any

way, and their privacy was respected. Full consent is obtained for their protection and an

adequate level of anonymity. Communication about the research was completed with

honesty and transparency.

Moreover, the data gathered from this research instrument was tallied and

analyzed for interpretation according to the formula provided in the research.

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CHAPTER III

RESULTS AND DISCUSSION

This chapter represents, analyzes and interprets the data. The following
discussions present an analysis and interpretation of the data gathered in response to the
specific objectives.

Table 2: Profile of Respondents

Age Frequency (f) Percentage(%)

3 8%
25-30
3 8%
31-35
10 25%
36-40
9 23%
41-45
8 20%
46-50
2 5%
51-55
4 10%
56-60
1 3%
61-65
Sex
30 75%
Female
Male 10 25%
Civil Status
5 13%
Single
35 88%
Married
0 0%
Separated
0 0%
Widow
0 0%
Single Parent
Length of Service
5 13%
1-5 years
8 20%
6-10 years
11-15 years 7 18%

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8 20%
16-20 years
10 25%
21 years above
Monthly Salary
15 38%
27,000-31,000
11 28%
32,000-36,000
4 10%
37,000-41,000
42,000-46,000 7 18%
47,000 above 3 8%
Teaching Load
32 80%
8
6 15%
7
1 3%
5
1 3%
4

Respondent`s Profile

Table 2 represents the profile of the respondents which consist of age, sex civil status,
length of service, monthly salary, no. of teaching loads.
Age

As presented in Table 2, consisting of the age of respondents, most of the

respondents' teachers of the Maria Aurora East district were between the ages of 36 and

40, with ten respondents or 25%. At the same time, there were only 1 or 3% with ages

61-65 years old.

No matter how old they are, instructors' workloads do not significantly affect their

performance. Research by Solania et al. (2013), Lian and Kesumawati (2013), Yuliani et

al. (2013), and Yogisutanti et al. (2013) all support this. The workload and teacher

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performance were compared in this research, but no meaningful association was

discovered between the two. Additionally, it was discovered by Solania et al. (2013) that

the critical negative link between performance and workload was the length of service.

This means that, as the studies' lack of significant connections suggests, the workload

similarly impacts the performance of younger and older teachers.

Sex

Table 2 above shows that most teachers were female, with 30 or 75%, and the

males had only 10 or 25%. This meant that more females dominated the teaching force in

the Maria Aurora East district.

According to Eagly (2020), women are still considered to be more compassionate

and relationship-focused than males. This could impact female teachers' attentiveness to

their pupils' emotional needs. The masculine gender role is inherently associated with

power and better social standing, which opens doors to privileges inside businesses and

increases the likelihood that individuals will be able to retain and acquire more

advantageous employment resources (Dubbelt, 2016).

According to the (Moreno-Colom, 2017) social role theory, while working full-

time, women spend a significant amount of time performing unpaid labor (such as

housework and childcare) compared to males, according to population-based statistics

from numerous European nations.

Civil Status

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As shown in Table 2, the civil status of the respondents consists of single,

married, separated, widowed, and single parent. Married respondents comprised thirty-

five (35), accumulating 88% of the total population. Single respondents comprise five (5)

individuals, representing 13% of the population. On the other hand, no respondents in this

study are separated, widowed, or single parents.

Monjula (2013) states that a teacher from an organized and stabilized home is

more likely to develop students into full-fledged humans able to discover their academic

strengths and other attributes.

Length of Service

Table 2 shows that most respondents were 21 years or more in their service, with

10 or 25%, and only 5 or 13%, with 1-5 years in service. This entailed that most teachers

were old in teaching and had gained many experiences.

In contradiction, Janardhanan and Raghavan (2018) discovered that long-term

employees performed worse than younger or new hires because the latter were usually

less motivated as they grew older. On the other hand, younger or new hires were usually

more dynamic, enthusiastic, and excited about the job and the rewards it would bring for

their increased effort.

Monthly Salary

In the table presenting the monthly salaries of the respondents, 27,000 to 31,000

have the highest frequency of 15, with a percentage of 38%, and only 47,000 above have

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a frequency of 3, with a percentage of 8%. This implies that respondents mainly had a

salary of 27,000 to 31,000.

The low pay significantly impacts teacher effectiveness (Ratika et al., 2018).

Lukas (2014) states the impact of teacher salaries on students' educational

achievements. It is often debated about teacher salaries and improvement or jeopardizing

their standard, but educational consequences that may result from these intentions are

rarely addressed. The teacher's role in student achievement outcomes is unquestionable.

The paper confirms that the teaching profession is more popular as incomes increase,

attracting more motivated and skilled individual.

Teaching Load

Table 2 shows the teaching load of the respondents. Based on the data gathered,

31 respondents have eight subjects with a teaching load of 38%. Meanwhile, 4 and 5

subject teaching loads have the same respondents with a percentage of 3%; this implies

that, under this study, 31 respondents had the highest subject teaching loads.

The school heads plan and assign six hours of actual classroom teaching, i.e., six

teaching loads at one hour per teaching load, regarding possible teaching intervals of

DepEd Memorandum No. 291, s. 2008). However, this regulation is not fully

implemented in most schools because of the different interpretations and difficulty in

harmonizing all other policies, such as RA 1880, which provides that public school

teachers are not exempted from the 8-hour workday as per the legal hours of the labor-

minimum requirement.

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Table 3: Workload of Teachers

No Statement Weighte Verbal Rank

. d Mean Interpretation
1. Teachers often have to work long hours, 1.5
Strongly-
including evenings and weekends, to 3.5
Agree
complete their tasks.
2. Teachers frequently have to handle a 1.5
Strongly-
large number of administrative tasks in 3.5
Agree
addition to teaching.
3. Teachers often have to juggle multiple 3
Strongly-
responsibilities, such as lesson planning, 3.4
Agree
grading, and meetings.
4. Teachers often have to work during their 4
Strongly-
breaks and holidays to catch up with their 3.3
Agree
workload.
5. Teachers with heavy workload have 5
3.2 Agree
limited time for self-care and well-being.
Grand Mean Strongly-
3.3
Agree
Based on the results in Table 3, teachers often have to work long hours, including

evenings and weekends, to complete their tasks, and frequently, they have to handle a

large number of administrative tasks in addition to teaching. The weighted mean of 3.5

indicates that most respondents strongly agree with these two statements. This suggests

that teachers must commonly put in extra hours outside regular working hours to fulfill

their responsibilities. They often have to juggle multiple responsibilities, such as lesson

planning, grading, and meetings. Teachers with a heavy workload have limited time for

self-care and well-being, ranking 5 with a weighted mean of 3.2.

Sometimes, the teaching work is negatively affected by burnout felt by the

teachers. Teachers experience stress because of their workload as they plan lessons,

organize activities, develop curriculum, manage extra-curricular activities, supervise

classes, provide information, maintain discipline, provide cover for teacher shortages and

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absences, maintain records, administer time tables, evaluate and assess student’s

performance, in addition to the motivation of students by words and actions (Desouky &

Allam, 2017).

Table 4: Productivity

No Statement Weighte Verbal Rank

. d Mean Interpretation
1. Increased workload leads to decreased Strongly- 4.5
3.4
teaching performance. Agree
2. Increased workload leads to higher stress 2.5
Strongly-
levels among teachers and lessen their 3.5
Agree
productivity.
3. Teachers with a heavy workload may 4.5
Strongly-
experience burnout, leading to a decline 3.4
Agree
in productivity.
4. Teachers with a manageable workload 2.5
Strongly-
have more opportunities for professional 3.5
Agree
development and growth
5. A lighter workload positively impacts a 1
Strongly-
teacher's overall productivity and 3.6
Agree
teaching performance.
Grand Mean Strongly-
3.4
Agree

Based on the results in Table 4, a lighter workload positively impacts a teacher's

overall productivity and teaching performance. With a weighted mean of 3.6 and a firm

agreement of 1, it suggests that a lighter workload positively affects a teacher's overall

productivity and teaching performance. Increased workload leads to decreased teaching

performance and, with a heavy workload, may experience burnout, leading to a decline in

productivity with a weighted mean of 3.4 and rank of 4.5.

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It highlights the negative impact of an increased workload on teaching

performance, stress levels, and the potential for burnout. It also emphasizes the benefits

of a manageable workload in terms of professional development and the positive impact

of a lighter workload on productivity.

With their study, Moleta and Cabaleta (2023) emphasized the relationship

between health risk and work productivity. Selecting public school teachers also aims to

identify the profile of the respondents in terms of their age, gender, educational

attainment, current position, and number of years in the service. That demonstrated

different factors associated with health risks on the work productivity of the teachers,

including control over work, overtime and number of hours worked, providing social

support, conflict between work and family commitments, and perceived fairness and

justice at work and health risks.

Table 5: Job Satisfaction

No Statement Weighte Verbal Rank

. d Mean Interpretation
1. High workload reduces teachers' 4.5
3.2 Agree
motivation and enthusiasm.
2. Teachers with a manageable workload 1
Strongly-
are more satisfied with their teaching 3.5
Agree
performance.
3. A heavy workload can result in decreased 4.5
job satisfaction among teachers 3.2 Agree
performance.
4. Feeling contented, fulfilled and satisfied Strongly- 2
3.4
with my teaching performance. Agree
5. Increased workload leads to a decrease in 3
3.2 Agree
job satisfaction among teachers.
Grand Mean Strongly-
3.3
Agree

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Based on the results in Table 5, high workloads reduce teachers' motivation and

enthusiasm. Teachers with a manageable workload are more satisfied with their teaching

performance. The weighted mean of 3.5 and a verbal interpretation of strongly agree

indicate that teachers with a workload that they can manage are more satisfied with their

teaching performance. A high workload reduces teachers' motivation and enthusiasm, and

a heavy workload can result in decreased job satisfaction among teachers, ranking 4.5

with a weighted mean of 3.2 and had a verbal interpretation of agreement from the

respondents; it suggests that a heavy workload is associated with a decrease in job

satisfaction among teachers.

On the other hand, it emphasizes the positive correlation between a manageable

workload and job satisfaction, as well as teachers' overall satisfaction with their teaching

performance.

According to the study, overworked teachers were less motivated to complete

their tasks, which resulted in lower job satisfaction and productivity. Researchers Spoel

and Velden (2020) discovered that among Dutch university instructors, a heavy workload

was linked to lower levels of job satisfaction and well-being. The study discovered that a

higher workload was linked to a decreased drive to perform well in the classroom and a

higher risk of burnout. Spector (2019) discovered that among American university

professors, a higher workload was linked to a lower level of job satisfaction and a higher

risk of burnout. According to the study, a heavy workload made teachers less effective

and efficient in the classroom, adversely impacting students' academic performance.

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Table 6: Time Management

No Statement Weighte Verbal Rank

. d Mean Interpretation
1. Teachers frequently experience time 1
Strongly-
pressure due to the high volume of work 3.7
Agree
they need to accomplish.
2. Teachers having heavy workload have 5
less time for lesson planning and 2.5 Agree
preparation.
3. Poor time management leads to increased 4
Strongly-
stress and difficulty in managing 3.4
Agree
workload among teachers.
4. Effective time management enables 2
teachers to prioritize tasks and allocate Strongly-
3.5
sufficient time for each aspect of their Agree
teaching.
5. Teachers with a heavy workload may 4
Strongly-
struggle to maintain a healthy work-life 3.3
Agree
balance.
Grand Mean Strongly-
3.28
Agree

Based on the results in Table 6, teachers frequently experience time pressure due

to the high volume of work they need to accomplish. With a weighted mean of 3.7 and a

firm agreement from the respondents, it suggests that teachers often feel time pressure

due to the large amount of work they must complete. Teachers with a heavy workload

have less time for lesson planning and preparation, with a weighted mean of 2.5, and an

agreement indicates that teachers with a heavy workload need help to allocate sufficient

time for lesson planning and preparation.

Master (2013) found that time management is essential for teachers’

effectiveness and school results. The study found two main components of time

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management: planning and scheduling work. According to Chandi, Ndiritu, Kidombo,

Mbwesa, and Keiyoro (2013) in Kinangop Sub County found that there is a strong

relationship between time management and academic achievements hence the need for

teachers to manage their time prudently when teaching, setting, and administering the

examination and giving feedback.

Table 7: Teaching Performance

No Statement Weighte Verbal Rank

. d Mean Interpretation
1. A balanced workload allows teachers to 1
Strongly-
dedicate sufficient time and energy to 3.8
Agree
each aspect of their teaching.
2. High workload negatively affects the Strongly- 4
3.4
quality of teaching. Agree
3. An overwhelming workload hinders 4
Strongly-
teachers from implementing innovative 3.4
Agree
teaching strategies.
4. Teachers with a high workload may 4
Strongly-
struggle to maintain focus and 3.4
Agree
concentration during lessons.
5. An overwhelming workload can hinder a 5
teacher's ability to provide timely 3.2 Agree
feedback and assessments to students.
Grand Mean Strongly-
3.4
Agree

Based on the results in Table 7, A balanced workload allows teachers to dedicate

sufficient time and energy to each aspect of their teaching. With a weighted mean of 3.8

and a strongly agreement rank of 1 from the respondents, a balanced workload enables

teachers to allocate adequate time and energy to different aspects of their teaching

responsibilities. An overwhelming workload can hinder a teacher's ability to provide

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timely feedback and assessments to students. A weighted mean of 3.2 and an agreement

rank of 5 suggest that a heavy workload can hinder teachers' ability to provide timely

feedback and assessments to their students.

Kanwal, Rafiq, and Afzal (2023) assert that teachers who effectively manage their

workload can better provide guidance and support to their students, improving academic

success. The study concludes that reducing teachers' workloads and providing them with

the resources they require to manage them properly can improve teacher and student

performance.

Table 8: Work Performance

No Weighted Verbal Rank

. Mean Interpretation
Statement
1. I can't give my best in teaching due to the 2.9 Agree 4
pending workload.
2. I cannot prepare the instructional 5
materials needed because of finishing 2.8 Agree
work/reports.
3. I can maintain a positive attitude towards 1.5
my job and work performance despite the 3.2 Agree
demands of workload and paperwork.
4. I can manage my workload and 3
paperwork effectively, which can 3.0 Agree
contribute to my overall work
performance.
5. I believe that the rewards and fulfillment 1.5
I experience as a teacher outweigh the 3.2 Agree
challenges of workload and paperwork.
Grand Mean 3.0 Agree

Legend: (3.26-4.00) Strongly Agree

(2.51-3.25) Agree
(1.76-2.50) Disagree
(1.00-1.75) Strongly Disagree

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Based on the results in Table 9, the respondents believed that "I can maintain a

positive attitude towards my job and work performance despite the demands of workload

and paperwork." "I believe that the rewards and fulfillment I experience as a teacher

outweigh the challenges of workload and paperwork." With a weighted mean of 3.2 and

an agreement rank of 1.5, teachers agree that despite the demands of workload and

paperwork, they can still maintain a positive attitude towards their job and work

performance. Teachers agree that the rewards and fulfillment they experience outweigh

the workload and paperwork challenges. "I cannot prepare the instructional materials

needed because of finishing work/reports," with a weighted mean of 2.8 and an

agreement rank of 5, indicates that teachers agree that their workload and work/reports

prevent them from preparing the necessary instructional materials.

One possible factor influencing how well instructors perform at work is their

work values. Task values highly predict work similarity and career preferences across

multiple organizations. Moreover, significant changes occur in the workplace due to

technological advancements, globalization, and the borderless world D'Silva & Hamid

(2014);). One of the metrics used to assess the performance of faculty members is student

evaluations, which the university uses to assess the instructors' work output for a

particular semester. A single instance of the fundamentals of teacher feedback includes

fostering a climate of professional development and assistance in the school's

management (Coe et al., 2014).

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Table 9: Correlation between profile and teacher’s workload

Length of
Monthly Teaching
Age Sex Civil Status Service
Salary Loads
(Years)
Teachers’
0.159 -0.107 0.028 0.019 0.118 0.287
Workloads
Productivity 0.132 -0.053 -0.081 0.272 0.164 0.331*
Job
-0.121 -0.282 -0.147 0.011 0.069 0.222
Satisfaction
Time
0.023 -0.329* -0.102 -0.002 0.123 0.028
Management
Teaching
0.132 -0.053 -0.081 0.272 0.164 0.331*
Performance
Work
0.001 0.202 0.030 -0.071 -0.332* 0.037
Performance
Note: * Correlation is significant at the 0.05 level (2-tailed).
** Correlation is significant at the 0.01 level (2-tailed).
N = 40

The findings presented in Table 9 reveal the relationships between various

demographic factors of the respondents and their perceptions of teachers' workload,

productivity, job satisfaction, time management, teaching performance, and work

performance.

Firstly, the table indicates that there are no significant correlations between age,

sex, civil status, and job satisfaction with any of the variables mentioned. This suggests

that these demographic factors do not have a direct impact on the variables under

consideration.

However, the table does show significant correlations between productivity,

teaching loads, teaching performance, and work performance. Specifically, productivity

is positively correlated with the length of service, monthly salary, and teaching loads.

This implies that teachers who have more experience, higher salaries, and heavier

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teaching loads tend to be more productive. Similarly, teaching performance also exhibits

a positive correlation with the length of service, monthly salary, and teaching loads. This

suggests that teachers with more experience, higher salaries, and heavier teaching loads

tend to have better teaching performance.

On the other hand, work performance displays a negative correlation with

monthly salary. This indicates that teachers with higher salaries tend to have lower work

performance. It is important to note that correlation does not imply causation, and further

research is required to understand the underlying factors that contribute to these

relationships.

Overall, these findings highlight the significance of factors such as length of

service, monthly salary, and teaching loads in influencing teachers' productivity, teaching

performance, and work performance. However, it is crucial to conduct more in-depth

research to gain a deeper understanding of the complex factors that may be at play in

these relationships.

The length of teaching experiences could be one-factor affecting teaching quality

(Brandenburg et al., 2016;), yet many other factors should also be considered. The

decreasing teaching performance due to the increasing years of experience was due to the

loss of initial support structure and the increasing workloads, responsibilities, and

emotional problems.

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Table 10: Correlation between the teachers’ workload and their work performance

Variables 1 2
Teacher Workloads 1 0.162
Work Performance 0.162 1
Note: p<0.05 (2 tailed)

The analysis of Table 10 reveals a positive correlation between teachers' workload

and their work performance. The correlation coefficient of 0.162 suggests a weak positive

relationship between these two variables. In other words, as the workload of teachers

increases, their work performance tends to improve slightly.

However, it is important to note that the correlation coefficient of 0.162 is

relatively low. This implies that while there is a positive relationship between workload

and work performance, other factors may have a more substantial influence on teachers'

overall performance. These additional factors could include personal motivation, job

satisfaction, professional development opportunities, and classroom management skills,

among others.

The note at the bottom of the table indicates that the correlation between

workload and work performance is statistically significant at a p-value of less than 0.05

(2-tailed). This means that the observed correlation is unlikely to have occurred by

chance alone. However, it is crucial to remember that statistical significance does not

necessarily imply practical significance or a strong relationship between the variables.

The findings shows that there is a weak positive correlation between teachers'

workload and their work performance. While an increase in workload may lead to a slight
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improvement in performance, it is essential to consider other factors that can significantly

impact teachers' overall performance. Further research and exploration of these factors

are necessary to gain a deeper understanding of the complex dynamics involved.

According to Mathew and Suryanarayana (2018) discovered that among Indian

university teachers, a high workload was linked to a decline in job satisfaction and an

increase in burnout. The study discovered that a rise in workload resulted in a decline in

the efficacy of instruction, which in turn had an adverse influence on students' academic

performance. Research suggests that a heavy workload might have a detrimental effect on

students' academic performance in public universities as well as teachers' productivity.

High levels of stress and burnout can affect teachers, which can affect their ability to

function in the classroom. Lower levels of student involvement and academic

accomplishment were the result of this. In order to tackle this issue, policymakers and

educators must adopt various measures to lessen the workload of teachers. These

measures may include enhancing administrative effectiveness, hiring more teachers, and

allocating more funds for professional development.

CONCLUSION

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The findings from the research that was done are presented in this chapter. This

chapter aims to present a thorough and logical explanation of the results, which can assist

in guiding future decisions. The chapter's goal is to clearly and concisely convey the

conclusions, with particular emphasis on ensuring that a wide range of studies about the

effects of teacher workload and teaching performance at selected elementary schools of

Maria Aurora East District readily understand the results. The decisions were based on

the study's purpose, research questions, and findings, which served as the fundamental

pillars of the research.

Most of the respondents' teachers in the Maria Aurora East district were between

36 and 40 years old, and most were female. In terms of the civil status of the respondents,

most are married. Most respondents were 21 years or older in their service, and the range

of 27,000 to 31,000 is the respondent's primary salary.

In addition to the findings mentioned, this study also concluded that teachers in

the Maria Aurora East district often face numerous challenges due to their heavy

workload. These challenges include working long hours, handling administrative tasks,

and juggling multiple responsibilities. As a result, teachers often find themselves working

during breaks and holidays to cope with their workload.

The high workload experienced by teachers has a negative impact on their

motivation, enthusiasm, and overall teaching performance. It also contributes to increased

stress levels and decreased job satisfaction. Furthermore, the heavy workload hinders

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teachers' ability to implement innovative teaching strategies and affects their overall well-

being.

Effective time management and a balanced workload were identified as crucial

factors for teachers to allocate sufficient time and energy to different aspects of their

teaching. However, poor time management and an overwhelming workload hindered

teachers' ability to prioritize tasks, maintain focus and concentration, and provide timely

feedback and assessments to students.

While there were some very weak correlations between teachers' profiles (such as

sex, age, civil status, length of service, and monthly salary) and the effects of workload,

these factors had limited influence on the impact of workload. It is likely that other

unidentified factors play a more significant role in determining the effects of workload on

teachers.

In conclusion, this study highlights the importance of addressing teachers'

workload and its impact on their well-being and work performance. It emphasizes the

need to find a balance in workload, implement effective time management strategies, and

provide support to teachers to help them cope with the demands of their profession. By

addressing these issues, it is possible to enhance teachers' job satisfaction, productivity,

and overall teaching performance, ultimately benefiting both teachers and students. The

study also confirms a significant relationship between teachers' workload and their work

performance, where an increase in workload is associated with a slight improvement in

performance.

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RECOMMENDATION

Based on the findings and conclusion, the researchers presented the following

recommendations.

1. As a result of data gathered about the effects of teachers' workload on their

teaching performance, the following recommendations on the variables that have

low ratings on the survey conducted at selected schools in Maria Aurora East

District require improvement.

 Workload of Teachers

Schools can reduce the heavy workload of teachers by hiring additional

faculty members. At the same time, the school faculty should agree to add

additional faculty members to give teachers time to focus on their self-care

and well-being.

 Productivity

Schools should reduce the workload of teachers simply by assigning other

faculty members to do some of their workload to help them focus on

teaching students. Aside from that, it can reduce teacher burnout and

increase productivity.

 Job Satisfaction

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Schools should implement teacher workload-related programs that will

increase teacher job satisfaction. At the same time, schools should also

support teachers so that they will be motivated and increase their

enthusiasm for teaching.

 Time Management

Teachers should practice proper time management techniques so that they

can do their workload and lesson plan at the same time. Effective time

management techniques help them prepare for the lesson early.

 Teaching Performance

teachers should attend seminars and workshops and participate in

professional growth activities to improve their teaching style and gain new

knowledge that they can apply to improve themselves. Through this, they

can now handle and do their workload properly and provide timely

feedback and assessment to their students.

 Work Performance

Teachers should set boundaries between their different activities; they

should divide their time for them to be able to prepare for other

preparations they need to do, like preparing their instructional materials.

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2. According to the survey of the researchers, teachers should manage their time

effectively so that they can manage their workload ahead of time and prepare the

lesson plan and instructional materials needed.

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QUESTIONNAIRES

The questionnaire is provided by the researchers to determine the “Effect of

Teachers Workload on their Teaching Performance”.

Respondents’ Profile

Name: ______________________________ Age: ____________________ Sex: ______

Civil Status:

 Single

 Married

 Separated

 Widow

 Single Parent

Length of Service

 1-5 years

 6-10 years

 11-15 years

 15-20 years

 21 years above

Direction: Put a (/) mark on the column that corresponds to your answer.

Strongly Agree Agree Strongly Disagree Disagree

(4) (3) (2) (1)

Effects of Teachers’ Workload on their Teaching

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No. Performance (5) (4 (3) (2 (1)

) )
A. Workload of Teachers B. C.
1. Teachers often have to work long hours, including
evenings and weekends, to complete their tasks.
2. Teachers frequently have to handle a large number
of administrative tasks in addition to teaching.
3. Teachers often have to juggle multiple
responsibilities, such as lesson planning, grading,
and meetings.
4. Teachers often have to work during their breaks and
holidays to catch up with their workload.
5. Teachers with heavy workload have limited time for
self-care and well-being.
D. Productivity E. F.
1. Increased workload leads to decreased job
engagement.
2. Increased workload leads to higher stress levels
among teachers and lessen their productivity.
3. Teachers with a heavy workload may experience
burnout, leading to a decline in productivity.
4. Teachers with a manageable workload have more
opportunities for professional development and
growth.
5. A lighter workload positively impacts a teacher's
overall productivity and teaching performance.
G. Job Satisfaction H. I.
1. High workload reduces teachers' motivation and
enthusiasm.
2. Teachers with a manageable workload are more
satisfied with their teaching profession.
3. A heavy workload can result in decreased job
satisfaction among teachers.
4. Feeling contented, fulfilled and satisfied with my
job.
5. Increased workload leads to a decrease in job
satisfaction among teachers.
J. Time Management K. L.
1. Teachers frequently experience time pressure due to
the high volume of work they need to accomplish.
2. Teachers having heavy workload have less time for
lesson planning and preparation.
3. Poor time management leads to increased stress and

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difficulty in managing workload among teachers.

4. Effective time management enables teachers to
prioritize tasks and allocate sufficient time for each
aspect of their teaching.
5. Teachers with a heavy workload may struggle to
maintain a healthy work-life balance.
M. Teaching Performance N. O.
1. A balanced workload allows teachers to dedicate
sufficient time and energy to each aspect of their
teaching.
2. High workload negatively affects the quality of
teaching.
3. An overwhelming workload hinders teachers from
implementing innovative teaching strategies.
4. Teachers with a high workload may struggle to
maintain focus and concentration during lessons.
5. An overwhelming workload can hinder a teacher's
ability to provide timely feedback and assessments
to students.
F. Work Performance
1 I can't give my best in teaching due to the pending
workload.
2 I cannot prepare the instructional materials needed
because of finishing work/reports.
3 I can maintain a positive attitude towards my job
and work performance despite the demands of
workload and paperwork.
4 can manage my workload and paperwork
effectively, which can contribute to my overall work
performance.
5 I believe that the rewards and fulfillment I
experience as a teacher outweigh the challenges of
workload and paperwork.

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College of Education

December 14, 2023

Dr. FERDINAND E. ROMANO

CoEd, Program Coordinator

Dear Dr. Romano:

Greetings!
We, the BEED 3rd-year students at Wesleyan University - Philippines Aurora Campus
Extension, are currently completing our Undergraduate Thesis entitled EFFECTS OF
TEACHERS WORKLOAD ON THEIR TEACHING PERFORMANCES as part of
our Bachelor of Elementary Education Academic requirements.
In this regard, may we respectfully ask your permission to survey the respective schools
in the District of Aurora by distributing a questionnaire to every teacher from grades 5
and 6. As aforementioned, all of us believe- this would aid the fulfilment of our research
endeavor.
We are looking forward to your approval on this matter.
Thank you. God bless.

Sincerely,
Lepenie R. Macaraeg
Group Leader/Researcher

Noted by:
Dr. ALICIA P. ABALOS
Adviser

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https://www.researchgate.net/publication/349359196_The_Impact_of_Broken_Homes_o
n_Students'_Academic_Performance

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Maria Aurora Extension Campus
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Huyghebaert et al., (2016) The Effect Of Job Stress On Mental Health(Pdf) The Effect
Of Job Stress On Mental Health (researchgate.net)

Janardhanan and Raghavan (2018) Work Performance Of Teachers: A Demographic

Analysis Based On Individual Performance Review And Commitment Form (Ipcrf)

https://www.globalscientificjournal.com/researchpaper/Work_Performance_Of_Teachers
A_Demographic_Analysis_Based_On_Individual_Perfo
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Jendle and Wallnäs, (2017). Teachers’ workload in relation to burnout and work
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Jomuad-et-al-.pdf
Job demands and job resources as predictors of teacher motivation and well-being

Kanwal, Rafiq, and Afzal (2023), Impact of workload on teachers` efficiency and their
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https://www.semanticscholar.org/paper/ impact of workload on teachers` efficiency
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Khan, Khan and Turi, (2019) and Kang and Sidhu, (2015). Impact of Workload On
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Efficiency_and_Their_Students'_Academic_Achievement_at_the_University_Level

Kreuzfeld and Seibt (2022) Gender-Specific Aspects of Teachers Regarding Working

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Lopez, (2017) Impact of Workload on Teachers' Efficiency and Their Students'

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Maria Aurora Extension Campus
College of Education

achers'_Efficiency_and_Their_Students'_Academic_Achievement_at_the_University_Le
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Lukas, (2014) Impact of Students-Teacher Relationship on Student's Learning: A Review

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Mihai, Chraifa, Ioniga (2015) he impact of work overload and coping mechanisms on
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Moleta and Cabaleta's (2023) The Relationship Between Health Risk And Work
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Moreno-Colom, (2017) Gender Differences in the Work and Home Spheres for Teachers,
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Okolocha and Ifi (2018) Business Studies Teachers’ Level of Utilization of Concept
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Teaching in Secondary Schools in Anambra State (researchgate.net)

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Organisation for Economic Co-operation and Development, Moeny, (2014) Stress and
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 Wesleyan University – Philippines
Maria Aurora Extension Campus
College of Education

MARIZ B. ASISO
Purok 3. Barangay Ditawini, Dinalungan Aurora 3206
09123830713
[email protected]

PERSONAL INFORMATION

Age : 20

Gender : Female

Date of Birth : January 23, 2003

Place of Birth : Ditawini, Dinalungan Aurora 3202

Citizenship : Filipino

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 Wesleyan University – Philippines
Maria Aurora Extension Campus
College of Education

Civil Status : Single

Religion : Revelation of Jesus Christ

Height : 4’9 ft

Weight : 46 kg

Mother’s Name : Mayla B. Asiso

Occupation : Barangay Official

Father’s Name : Rey S. Asiso

Occupation : Farmer

EDUCATIONAL BACKGROUND

Senior High School

Juan C Angara Memorial High School (JCAMHS)
Brgy. Dibaraybay, Dinalungan, Aurora 3206
S.Y. 2020-2021

Junior High School

Dinadiawan National High School
Brgy. Dinadiawan, Dipaculao, Aurora 3203
S.Y. 2018-2019

Elementary
Ditawini Elementary School
Brgy. Ditawini, Dinalungan, Aurora 3206
S.Y. 2014-2015

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 Wesleyan University – Philippines
Maria Aurora Extension Campus
College of Education

I hereby certify that the above information is true and correct to the best of my
knowledge and belief.

MARIZ B. ASISO
Student’s Signature

ANGELA B. BELGICA
Purok 3. Barangay Florida, Maria Aurora, Aurora 3202
09491695461
[email protected]

PERSONAL INFORMATION

Age : 20

Gender : Female

Date of Birth : March 03, 2003

Place of Birth : Brgy. Malasin, Maria Aurora, Aurora 3202

Citizenship : Filipino

Civil Status : Single

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 Wesleyan University – Philippines
Maria Aurora Extension Campus
College of Education

Religion : Roman Catholic

Height : 5’2 ft

Weight : 46 kg

Mother’s Name : Maribel B. Belgica

Occupation : Housewife

Father’s Name : Simeon D. Belgica

Occupation : None

EDUCATIONAL BACKGROUND

Senior High School

Wesleyan University-Philippines Aurora Campus
Brgy. 01 Maria Aurora, Aurora 3202
S.Y. 2020-2021

Junior High School

Wesleyan University-Philippines Aurora Campus
Brgy. 01 Maria Aurora, Aurora 3202
S.Y. 2018-2019

Elementary
Florida Elementary School
Brgy. Florida Maria Aurora, Aurora 3202
S.Y. 2014-2015

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 Wesleyan University – Philippines
Maria Aurora Extension Campus
College of Education

I hereby certify that the above information is true and correct to the best of my
knowledge and belief.

ANGELA B. BELGICA
Student’s Signature

MERLY JOY B. BUANEN

Purok 3. Barangay Ditawini, Dinalungan, Aurora 3206
09703471832
[email protected]

PERSONAL INFORMATION

Age : 22

Gender : Female

Date of Birth : October 13, 2001

Place of Birth : Purok 3. Barangay Ditawini, Dinalungan, Aurora 3206

Citizenship : Filipino

Civil Status : Married

Religion : Roman Catholic

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 Wesleyan University – Philippines
Maria Aurora Extension Campus
College of Education

Height : 5’2 ft

Weight : 42 kg

Mother’s Name : Meding B. Buanen

Occupation : Farmer

Father’s Name : June B. Buanen

Occupation : Farmer

EDUCATIONAL BACKGROUND

Senior High School

Juan C Angara Memorial High School (JCAMHS)
Brgy. Dibaraybay, Dinalungan, Aurora 3206
S.Y. 2020-2021

Junior High School

Dinadiawan National High School
Brgy. Dinadiawan, Dipaculao, Aurora 3203
S.Y. 2017-2018

Elementary
Ditawini Elementary School
Brgy. Ditawini, Dinalungan, Aurora 3206
S.Y. 2013-2014

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 Wesleyan University – Philippines
Maria Aurora Extension Campus
College of Education

I hereby certify that the above information is true and correct to the best of my
knowledge and belief.

MERLY JOY B. BUANEN

Student’s Signature

NOLIE L. DUDAN CRUZ

Purok 3, Brgy. Bannawag, Maria Aurora, Aurora 3202
09704856322
[email protected]

PERSONAL INFORMATION

Age : 22

Gender : Male

Date of Birth : September 24, 2001

Place of Birth : Purok 3, Brgy. Bannawag Maria Aurora, Aurora 3202

Citizenship : Filipino

Civil Status : Single

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 Wesleyan University – Philippines
Maria Aurora Extension Campus
College of Education

Religion : PMCC

Height : 5’6 ft

Weight : 55 kg

Mother’s Name : Anita L. Dudan Cruz

Occupation : Housewife

Father’s Name : Jose S. Dudan Cruz

Occupation : Farmer

EDUCATIONAL BACKGROUND

Senior High School

Wesleyan University-Philippines Aurora Campus
Brgy. 01 Maria Aurora, Aurora 3202
S.Y. 2020-2021

Junior High School

Wesleyan University-Philippines Aurora Campus
Brgy. 01 Maria Aurora, Aurora 3202
S.Y. 2018-2019

Elementary
Dimanpudso Elementary School
Brgy. Dimanpudso Maria Aurora, Aurora 3202
S.Y. 2014-2015

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 Wesleyan University – Philippines
Maria Aurora Extension Campus
College of Education

I hereby certify that the above information is true and correct to the best of my
knowledge and belief.

NOLIE L. DUDAN CRUZ

Student’s Signature

ANN LAIZA W. GAMBITO

Purok 3. Barangay Detailen, Maria Aurora, Aurora 3202
09163217341
[email protected]

PERSONAL INFORMATION

Age : 20

Gender : Female

Date of Birth : October 27, 2003

Place of Birth : Cabanatuan Nueva Ecija

Citizenship : Filipino

Civil Status : Single

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 Wesleyan University – Philippines
Maria Aurora Extension Campus
College of Education

Religion : Espiritista

Height : 5 ft

Weight : 40 kg

Mother’s Name : Ignacia W. Gambito

Occupation : Housewife

Father’s Name : Ermil A. Gambito

Occupation : Farmer

EDUCATIONAL BACKGROUND

Senior High School

Maria Aurora National High School
Brgy. San Joaquin, Maria Aurora, Aurora 3202
S.Y. 2020-2021

Junior High School

Maria Aurora National High School
Brgy. San Joaquin, Maria Aurora, Aurora 3202
S.Y. 2018-2019

Elementary
Detailen Elementary School
Brgy. Detailen, Maria Aurora, Aurora 3202
S.Y. 2014-2015

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 Wesleyan University – Philippines
Maria Aurora Extension Campus
College of Education

I hereby certify that the above information is true and correct to the best of my
knowledge and belief.

ANN LAIZA W. GAMBITO

Student’s Signature

MARISOL B. GULENG
Purok 2. Barangay Alcala Maria Aurora, Aurora 3202
09758203680
[email protected]

PERSONAL INFORMATION

Age : 25

Gender : Female

Date of Birth : June 30, 1998

Place of Birth : Brgy. Sugcong Pozorrubio, Pangasinan

Citizenship : Filipino

Civil Status : Single

85
 Wesleyan University – Philippines
Maria Aurora Extension Campus
College of Education

Religion : Iglesia Ni Cristo

Height : 4’11 ft

Weight : 38 kg

Mother’s Name : Carmelita B. Guleng

Occupation : Housewife

Father’s Name : Marcelino A. Guleng

Occupation : Deceased

EDUCATIONAL BACKGROUND

Secondary
Manggitahan National Highschool
Manggitahan, Dilasag Aurora 3205
S.Y. 2014-2015

Elementary
Dimaseset Elementary School
Brgy. Dimaseset, Dilasag Aurora 3205
S.Y. 2010-2011

I hereby certify that the above information is true and correct to the best of my
knowledge and belief.

86
 Wesleyan University – Philippines
Maria Aurora Extension Campus
College of Education

MARISOL B. GULENG
Student’s Signature

LEPENIE R. MACARAEG
Purok 07. Barangay IV, Maria Aurora, Aurora
09924620960
[email protected]

PERSONAL INFORMATION

Age : 22

Gender : Female

Date of Birth : February 09, 200

Place of Birth : Brgy. Bannawag, Maria Aurora, Aurora

Citizenship : Filipino

Civil Status : Single

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 Wesleyan University – Philippines
Maria Aurora Extension Campus
College of Education

Religion : Roman Catholic

Height : 5’6 ft

Weight : 56 kg

Mother’s Name : Mary Jane Meligrito Macareg

Occupation : Massage Therapy

Father’s Name : N/A

Occupation : N/A

EDUCATIONAL BACKGROUND

Senior High School

Mount Caarmel School of Maria Aurora, Aurora
Brgy. 02 Maria Aurora, Aurora
S.Y. 2020-2021

Junior High School

Mount Caarmel School of Maria Aurora, Aurora
Brgy. 02 Maria Aurora, Aurora
S.Y. 2018-2019

Elementary
Maungib Elementary School
Pura, Tarlac City
S.Y. 2014-2015

88
 Wesleyan University – Philippines
Maria Aurora Extension Campus
College of Education

I hereby certify that the above information is true and correct to the best of my
knowledge and belief.

LEPENIE R. MACARAEG
Student’s Signature

89