School Heads’ Challenges, Strategies, and Perception on Immediate Removal of Administrative Tasks on Teachers: Input to Proposed Intervention Framework

School Heads’ Challenges, Strategies, and Perception on Immediate Removal of Administrative Tasks on Teachers: Input to Proposed Intervention Framework

Cleo D. Gueriba., Vina J. Morales

Graduate Studies, Naga College Foundation

DOI: https://dx.doi.org/10.47772/IJRISS.2025.905000286

Received: 08 May 2025; Accepted: 11 May 2025; Published: 11 June 2025

ABSTRACT

This study investigates the challenges and strategies related to implementing the Department of Education (DepEd) directive to remove administrative tasks from teachers, aiming to improve teaching quality in the Bicol Region, Philippines. Through a qualitative research method, five secondary school heads were surveyed to uncover issues such as insufficient administrative staff, preparedness of existing staff, and the need for targeted training. Thematic analysis revealed key themes in hiring practices, resource allocation, training, and stakeholder coordination. Findings suggest that addressing administrative workload through strategic resource management and robust training programs can significantly enhance the teaching and learning environment, underscoring the importance of collaborative efforts between schools, DepEd, and related institutions.

Keywords: School Head Challenges, Strategies, Perception, Removal of Administrative Tasks, Teachers

INTRODUCTION

In the educational setting, schools heavily rely on the expert management provided by school leaders for effective functioning. One of their primary responsibilities is ensuring that the school environment fosters conducive conditions for effective teaching and learning. This includes various aspects, including allocating resources, facilitating professional development opportunities, and cultivating a good working atmosphere that supports teachers in their roles. The importance of supportive supervision cannot be overstated, as it directly impacts the well-being and productivity of educators (Martinez, McAbee, 2020).

Teacher Quality, as affirmed by the Kawuryan et al. (2020), is fundamental to student achievement. Teachers play an essential role in empowering learners and shaping their future. However, teaching effectiveness can be affected when educators are expected to have excessive administrative tasks and responsibilities (Tarraya, 2023). Findings on Jomuad et al. (2021) study revealed that educators are facing heavy workload due to demands of multiple non-teaching related tasks, leading to role overload and, eventually, stress and burnout.

According to Kwon et al. (2020), educators commonly face significant challenges such as low salaries, lack of administrative support, poor student discipline, and lack of teacher autonomy when it comes to professional decision making. These issues hinder the ability of teachers to provide a conducive learning environment and adequately support students, as well as to maintain their mental, physical, and emotional wellbeing. Addressing these fundamental problems is essential for improving the overall quality of education and ensuring that schools can meet their educational objectives effectively.

Recognizing the detrimental effects of teacher overload, the Department of Education (DepEd) has taken proactive measures to alleviate the burden on educators. DepEd Order No. 002, s. 2024 mandates the removal of administrative tasks from teachers’ workload, with school heads and non-teaching personnel assuming sole responsibility for these duties (DepEd Order No. 002, s. 2024). This directive underscores the importance of supportive leadership in operationalizing educational plans and mitigating workload-related challenges (Philippine Professional Standards for Supervisors, DepEd Order No. 025, s. 2020).

Among these developments, a gap remains in understanding school heads’ experiences and perspectives regarding removing administrative tasks from teachers. This study seeks to address this gap by examining the challenges encountered by school leaders in managing administrative responsibilities and their opinions on the immediate removal of these duties from teachers. By gaining insights into the practical issues and constraints associated with implementing interventions to reduce teacher workload, this research aims to inform the development of comprehensive frameworks that enhance instructional strategies and outcomes.

Objectives

The study aims to address the following key questions:

1. What challenges do school heads encounter in implementing the DepEd directive?
2. What strategies do school heads employ to support non-teaching personnel in light of the DepEd directive?
3. What are the perceptions of school heads regarding DepEd’s directive to reduce teachers’ administrative tasks?
4. What proposed intervention may be crafted based on the findings of the study?

METHODOLOGY

Research Design

The study used the qualitative method, which allowed for a comprehensive understanding of the challenges faced by school heads, as well as their approaches and perceptions on the removal of administrative tasks from teachers. The study aimed to inform policy decisions and improve school administrative practices by identifying key patterns and relationships.

Research Locale and Respondents

The study involved five (5) secondary DepEd school heads from the Schools Division of Camarines Sur, Bicol Region in the Philippines. Using purposive sampling, the researchers targeted a specific population with knowledge and experience relevant to the study. A permission letter was presented to and approved by the respective PSDS of the area. Participation was entirely voluntary, and school heads were informed of the anonymity and confidentiality of their responses. This ethical consideration ensured that participants could share their insights openly without concern for personal repercussions.

Research Instrument

The researchers developed a qualitative survey instrument to uncover the descriptive baseline of the study. The survey was a four-item open-ended essay questionnaire covering the school heads’ challenges, strategies, implications, and suggestions regarding removing administrative tasks from public school teachers. The research questionnaire was peer-reviewed and validated by credible individuals in the field of education. This process ensured the instrument’s reliability and relevance to the research objectives.

Treatment of the Data

Given the nature of the study, the proponents utilized inductive thematic analysis as the primary methodological approach. The thematic analysis involved the systematic identification of patterns, themes, and thematic maps within the raw data, appearing naturally as the study proceeded. Identifying and defining these themes led to interpretations, ultimately resulting in conclusions that addressed the research questions or purpose of the study. 

RESULTS AND DISCUSSION

Challenges School Leaders face in Implementing the Removal of Administrative Tasks from Teachers

Figure 1 shows the thematic analysis of the challenges in removing administrative duties from teachers. The analysis revealed significant challenges related to staff and workload issues.

A major issue identified was insufficient administrative staff, which significantly impacted the workload distribution among existing staff members and, ultimately, school heads. Due to the lack of dedicated administrative personnel, existing administrative personnel and school heads had no choice but to take on additional administrative duties. Furthermore, insufficient funds added to this problem by preventing schools from hiring additional staff to alleviate these administrative duties. Similarly, Lacsa (2022) in their study on School Financial Resource Management concluded that administrative lapses, including in financial management, indeed does have a significant effect on school performance.

Sample raw data as basis:

• “Not enough non-teaching staff”
• “ADAS (Administrative Assistant) promoted to AO (Administrative Officer) and was transferred”
• “…no COS (Contract of Service) provided”
• “…only one administrative clerk is available”
• “…non-availability of materials and funds to support the implementations”
• “lack of sufficient non-teaching staff…”

Another theme discovered in the analysis was the concern regarding the preparedness of the existing administrative staff about increased workload. Moreover, school heads were concerned about the training and expertise of newly hired administrative staff in general administrative duties, especially relating to school fiscal management. Estrada (2022) argued that School Heads and other School Governing Body that are well trained in terms of fiscal management can effectively deal with financial matters.

Sample raw data as basis:

• “…about their ability to manage increased workloads effectively”
• “Initial delays and disruptions in administrative processes as they acclimate to their new roles…”
• “Need for training on school fiscal management and general administrative tasks…”

The preparedness of school heads emerged as another theme. Though they had mastered the processes and procedures for handling administrative roles, respondents highlighted their focus on supervisory roles in their previous years in the field, suggesting that they would need time to renew their familiarity with such tasks given that the administrative workloads, especially fiscal management, removed from teachers will be theirs to cater. Skaalvik (2023) stated in their study that good school administration, including framework, resources, and skilled and motivated employees potentially improve the work of school heads easier to conduct.

Fig. 1. Thematic Analysis on the Challenges in Implementing the Removal of Administrative Tasks from Teachers

Sample raw data as basis:

• “The flowing workload became challenging to school heads”
• “…challenges that I may encounter… the use of laptop and other IT matters”
• “I rely so much to my school coordinators most especially in disbursing school funds” – “…and increases the workload on school heads”
• “I don’t have previous files for me to edit…”

This emphasized the challenges in eliminating administrative responsibilities from teachers, mostly due to a lack of administrative personnel and insufficient budget. The presence of these problems, along with concerns about the readiness and proficiency of current and recently recruited administrative staff, emphasized the need for improved distribution of resources and focused training to guarantee effective school administration.

Strategies School Leaders Use in Implementing the Removal of Administrative Tasks from Teachers

Figure 2 shows the thematic analysis of the strategies to cope with the removal of administrative tasks from teachers. The researchers identified three themes from the codes gathered from the raw data from the respondents.

The first theme on the list was Hiring and Resource Allocation, wherein school heads addressed the obvious need for additional administrative tasks by requesting a contract of service administrative personnel from the central office and using a part of the budget given to the school in hiring COS administrative personnel. By enhancing administrative support, schools can potentially improve staff morale, alleviate workload burdens, and enhance overall organizational effectiveness. Erichsen & Reynolds (2020) highlighted the positive impact of supportive administration and workplace relationships to teacher morale.

Sample raw data as basis:

• “Requested COS…”
• “…hiring proposal submitted but waiting for approval”
• “…and resource allocation”

Another theme produced by the analysis in this area was Training and Development. The respondents believed that training coming from school staff and external stakeholders such as DepEd played a crucial role in enhancing the competency of administrative staff, eventually leading to a more productive work attitude. Ogunode, Edinoh, and Olatunde-Aiyedun (2023) outlined the advantages of implementing regular training programs for school staff.

Sample raw data as basis:

• “…conduct seminars or trainings”
• “…train new hires by experienced staff”
• “…trainings provided by the department would be great”

Lastly, the researchers identified Coordination and Management as another theme in this aspect of the study. The school heads highlighted the importance of staying in tune with involved stakeholders through meetings and conferences to ensure that no issues were overlooked, and that suggestions and recommendations were collected. Partnered with conducting workload audits and proposal development, the school heads made sure that the needs of the school were addressed in its administrative area.

Fig. 2. Thematic Analysis on the Strategies in Implementing the Removal of Administrative Tasks from Teachers

Sample raw data as basis:

• “…that I always call for a meeting / conference”
• “…make sure that teachers and personnel fully understand the policy”
• “…include the stakeholders to be involved”
• “Develop a well-planned school proposal and activities”
• “Develop strong coordination with internal and external stakeholders”
• “…strong coordination with stakeholders for better support”
• “Conduct a comprehensive workload audit…”

These strategies shared by school heads outlined the necessary approaches when dealing with changes in the administrative and supervisory aspects in running an educational institution. It could be observed that these strategies could be tweaked and used in tackling other changes in management, not only for the implementation of the directive.

Overall Perception of the School Heads Regarding the Implementation of the Removal of Administrative Duties from Teachers

Figure 3 shows the thematic analysis on the possible effects of removing administrative duties from teachers. The analysis concluded with a single recurring theme among the respondents, which was Enhanced Teaching and Learning.

Figure 3. Thematic Analysis on the Impacts of Implementing the Removal of Administrative Tasks from Teachers on Teaching Performance

The directive’s impact on the teachers allowed them more time to focus on their instructional duties, thereby improving their productivity and performance. This increased focus also boosted their morale, leading to an enhanced learning experience for the students and ultimately improving their performance. Ertürk (2021) highlighted in their research that the supportive actions of school administrators, particularly in emotional and informational aspects, have a beneficial impact on teachers across different aspects.

Sample raw data as basis:

• “…teachers can focus on teaching”
• “…ample time to focus more in the teaching”
• “…would lessen the burden in their day to day school related tasks”
• “…more time can be dedicated by teachers…”
• “…allowing them to focus only on instructional duties”

Furthermore, it is worth noting that the decision by the Department of Education also aimed to diminish the negative effects of the recently ended pandemic, which had initiated a global lockdown, adversely affecting the teaching and learning process. To quote one of the respondents, “By reducing teachers’ administrative tasks, I believe that teachers can dedicate more time to specifically improving the literacy and numeracy skills of learners, which have been affected by the nearly three years of the pandemic where learners had no close contact with teachers. Additionally, the gaps caused by this lack of contact can be given preferential attention”.

Figure 4 shows the thematic analysis on the perceptions of the respondents and revealed two main themes using the codes gathered from the raw data of the respondents, mainly as suggestions on possible actions to be taken regarding its implementation: Actions by the (1) Internal or the school administration and (2) external stakeholders or the concerned institutions.

Actions by the internal stakeholders included the general administrative duties of the school staff, namely time management, comprehensive planning, and collaboration. One respondent also mentioned that voluntary help from teachers regarding administrative tasks significantly helped in alleviating the heavy workload. This entailed the need for the school heads’ ability to create a working environment wherein collaboration and teamwork were at the heart of the staff, regardless of reward or compensation, ensuring that administrative tasks were completed and done professionally inside the school. Syakur et al. (2020) emphasized the importance of effective communication in educational management and leadership, stating that leadership and organizational sustainability are strongly influenced by communication practices, which in turn shape job satisfaction, work climate, and overall institutional commitment.

Sample raw data as basis:

• “If they suggest that they will help the SH (School Head) we will accept it”
• “the school must discuss the problem during conference”
• “time management is important…”
• “Proper planning and engaging in collaborative tasks…”

External stakeholders, including the Department of Education, could help in implementing this directive by providing administrative staff to the schools according to their needs to ensure that workload issues were not a problem and operations and productivity are not compromised. It was also suggested that stakeholders from the grassroots, specifically the school heads, school staff, and other local education authorities, were involved in the development and hands-on testing of the directives, which would have heightened the accuracy and probability of achieving its goals. Lastly, DepEd and other institutions of its likeness could have improved the effectiveness of the implementation by providing quality training to existing and newly hired administrative staff. According to Agra’s study (2023), the findings reveal a high level of teacher involvement in various aspects of school improvement, including crafting improvement plans, decision-making, program implementation, and monitoring and evaluation. Additionally, external stakeholders actively participate by providing financial support, services, and training, indicating a collaborative effort between the school and the community to enhance educational outcomes. The study suggests that internal and external stakeholder involvement in these processes partially contribute to the development of school performance.

Figure 4. Thematic Analysis on the Initial Perception of School Heads in Implementing the Directive

Sample raw data as basis:

• “Schools should be given allocation for COS”
• “at least 1 COS should be appointed per school and should be charged to the central of ice”
• “should be an on-hand involvement to those who are in the grass-roots”
• “provide each school with administrative personnel”
• “conduct regular training sessions”

This analysis demonstrated that the most effective approach to implementing the directive is through the effort and collaboration between the schools themselves, DepEd, and other related educational institutions. This symbiotic relationship between internal and external stakeholders is often the key to success in developing and implementing significant changes, whether in the management or instructional aspect of the field of education.

Proposed Intervention Framework

Based on the findings of this study, the proponents formulated an intervention framework aiming to address the aforementioned challenges regarding the removal of administrative duties from the teaching personnel of public schools. Figure 5 showed the researchers proposed intervention framework outlining the crucial steps in addressing the administrative issues that the directive entailed.

Figure 5. Proposed Intervention Framework for the Implementation of the Removal of Administrative Tasks from Teachers

This framework made use of both internal stakeholders and external stakeholders to optimize resources, enhance training opportunities, and foster collaboration for effective management of administrative responsibilities within schools. The framework aimed to: (1) Address the shortage of administrative staff through strategic resource allocation and contract of service appointments; (2) Enhance the preparedness and proficiency of existing administrative staff, especially in school fiscal management; (3) Provide training for both existing and newly hired administrative personnel to develop essential skills and competencies; (4) Establish effective communication and collaboration between internal and external stakeholders to ensure alignment and support in implementing administrative changes.

Within Resource Optimization, securing additional administrative staff was an essential part of this intervention. Collaborating with the central office to acquire additional administrative personnel was a primary solution. Alternatively, the allocation of a portion of the school budget specifically for hiring administrative staff could be done. Another aspect to be considered was Staff Preparedness. Conducting assessments to identify improvement areas and training needs among existing administrative staff was the first step. Training and Development were the product of the previous step wherein comprehensive onboarding programs for newly hired administrative staff were offered to familiarize them with school processes, policies, and procedures. Providing targeted training on school general administrative tasks, especially on fiscal management, to equip new personnel with necessary skills and knowledge.

Communication and Collaboration were essential in implementing this intervention. Regular meetings and conferences were organized, involving school staff, heads, and DepEd representatives to facilitate open communication, idea exchange, and collaborative decision-making. It was also essential to ensure grassroots involvement in developing and testing interventions, integrating stakeholder insights into the implementation process. Finally, Monitoring and Evaluation were incorporated. A system to track the effectiveness of the framework in addressing identified challenges and achieving its objectives could be paired with regular assessments and surveys to gather feedback from stakeholders on the intervention’s impact on workload distribution, staff preparedness, and training outcomes. Ultimately, modifying the intervention strategies based on feedback and evaluation results to optimize effectiveness and address emerging needs and challenges.

This framework aimed to simplify the challenges associated with removing administrative tasks from teachers, fostering a supportive environment for effective teaching and learning. By using the efforts of internal and external stakeholders, schools could optimize resources, enhance staff preparedness, and promote collaboration to ensure successful administrative changes and improved school management practices.

CONCLUSIONS

Overall, this study offered significant understanding of the difficulties, approaches, and possible impacts related to the removal of administrative responsibilities from teachers, as observed by school administrators in the Bicol Region of the Philippines. By conducting a comprehensive analysis of the data, the proponents identified important patterns that provided insight into the procedures involved in implementing the directive at schools.

Firstly, it was a crucial role of a school leader to manage administrative changes. School administrators faced significant challenges such as insufficient administrative staff and resources, which impeded their ability to handle administrative duties effectively. The analysis revealed difficulties with personnel and workload, including inadequate staff, limited resources for hiring, and concerns about the readiness and competence of both current and new administrative staff. These issues highlighted the need for better resource allocation and specialized training to ensure efficient school management and successful implementation of the directives.

Despite these challenges, school leaders remained committed to supporting staff and improving educational outcomes through proactive strategies. The analysis identified three main strategies: Hiring and Resource Allocation, Training and Development, and Coordination and Management. Leaders recognized the need for more administrative support, requested contract of service personnel, and reallocated budget funds accordingly. They emphasized the importance of training for staff and external stakeholders like DepEd to enhance administrative competency. Consistent communication with stakeholders through meetings and workload audits ensured all concerns were addressed. These strategies facilitated the implementation of the directive and provided a framework for broader administrative changes.

School leaders perceived the removal of administrative duties from teachers positively, highlighting its potential to enhance teaching and learning by allowing teachers to focus on instructional tasks, thus improving productivity, performance, and student outcomes. They suggested that internal actions such as effective time management, comprehensive planning, and fostering collaboration among staff, along with voluntary teacher support, were crucial for successful implementation. Additionally, they emphasized the importance of external actions by stakeholders like the Department of Education, including providing adequate administrative staff, involving grassroots stakeholders in directive development, and ensuring quality training for administrative personnel to ensure smooth operation and enhanced educational experiences.

CONCERNS AND AREAS FOR IMPROVEMENT

While the directive aims to improve teaching quality by removing administrative duties from teachers, its implementation reveals several limitations. First, many schools lack sufficient non-teaching staff, forcing existing personnel and school heads to absorb additional responsibilities. This has resulted in heavier workloads and operational delays. Second, the absence of allocated funds limits the hiring of additional staff, especially Contract of Service (COS) personnel, making compliance with the directive challenging. Third, both school heads and newly appointed administrative staff often lack adequate training, particularly in fiscal management, leading to inefficiencies and concerns about the quality of administrative work. Fourth, there are technology and resource gaps, such as limited access to materials or IT tools, which further hinder effective task delegation. Lastly, while the directive seeks to support teachers, it unintentionally places pressure on school leaders who must manage staffing, training, and coordination without consistent external support or clear implementation guidelines.

The researchers proposed an intervention framework to address challenges in removing administrative duties from teachers. It involved internal and external stakeholders, optimized resources, enhanced staff preparedness, and promoted collaboration. By addressing staff shortages, enhancing preparedness through training, and fostering communication, the framework aimed to facilitate successful administrative changes and improve school management practices.

ACKNOWLEDGEMENT

The proponents would like to express his sincere gratitude to all those who supported and contributed to the completion of this study.

Firstly, the proponents extend their deepest thanks to his professor, Dr. Nikko Karlo Villareal, for his invaluable guidance, encouragement, and support throughout the research process. His insights greatly helped the researchers in understanding the topic more deeply and staying focused on the objectives.

The proponents are also grateful to their classmates, namely: Mary Ann Agnas, Gwyneth Perez, Jessie Gutierrez, and Jerald Allen Anagao, who assisted in the data gathering and processing stages, and who provided motivation and shared helpful ideas. Their cooperation and support were instrumental in completing this work.

Furthermore, felicitation is extended to the college, Naga College Foundation, for its academic support and commitment to providing quality education, which greatly contributed to the successful completion of this endeavor.

Lastly, the proponents express his heartfelt appreciation to all the individuals who participated in the study. Their time and contributions are sincerely valued.

This project would not have been possible without the support and help of all those mentioned above.

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