Managing Workload among Public Elementary Schools Through Ancillary Equilibrium and Academic Excellence

This study examined the relationship between teacher workload, academic excellence, and ancillary task management among public elementary school teachers in Talacogon West District, Agusan del Sur. Specifically, it aimed to assess teachers' demographic profiles, level of academic excellence, perceived effects of ancillary tasks on core instructional functions, effectiveness in handling teaching-related assignments, understanding of school operations, and the significant relationships among these variables. An explanatory sequential mixed-methods design was employed, with 137 respondents selected through stratified random sampling and 10 purposively selected key informants for the qualitative phase.
Findings revealed an overall academic excellence mean of 4.008 ("Very Excellent"), with student performance highest at 4.076 and instructional effectiveness lowest at 3.946. Ancillary tasks imposed a "Very Heavy" burden across all core functions, with an overall mean of 3.869, most severely affecting curriculum delivery and pedagogy (3.895). Teachers rated "Very Effective" in teaching-related assignments (3.797) and "Good" in school operations (3.882). Educational attainment significantly predicted student performance, while civil status influenced role effectiveness. Qualitatively, three challenge themes emerged: time constraints, teacher stress, and role ambiguity, alongside three coping themes: prioritization, time management, and collaboration. Based on these findings, The Teacher Workload Equilibrium Framework (TWEF) was designed to assist schools in achieving a balanced distribution of teacher responsibilities while ensuring instructional effectiveness and teacher well-being. School administrators are encouraged to adopt the framework as a practical guide for fair workload allocation, the formation of a School Workload Management Committee, and the implementation of initiatives that support teacher wellness and professional development.
The study recommends the adoption of the Teacher Workload Equilibrium Framework (TWEF) as a practical guide for managing teachers’ ancillary responsibilities while maintaining focus on instructional duties. School administrators may use the framework to support balanced workload distribution and promote teacher well-being, while teachers may apply its strategies to manage their responsibilities effectively. Future researchers are encouraged to further examine, validate, and enhance the framework in different educational contexts to strengthen workload management practices and contribute to improved educational outcomes

Ancillary Equilibrium, Teacher Workload, Academic Excellence, Workload Management, Instructional Effectiveness

1. Creswell, J.W., (2018). Controversies in mixed method research design:A practical guide.Sage Publications. [Google Scholar] [Crossref]

2. Ingersoll, A. (2021). The effects of instructional strategies on student learning outcomes.Journal of Educational Research and Practice, 15 (2), 45-60. [Google Scholar] [Crossref]

3. Reyes, A.M., Dela Cruz, F. J., & Navarro, L.S. (2023). Student motivation and academic performance in blended learning. Philippine Journal of Education Research, 12(3),200-2015doi.org/10.0000pjer.2023.012 [Google Scholar] [Crossref]

4. Saro,J.M. and Pelesco, E.N. (2025) ‘Efficacy of center- based learning on students’ science performance; Asian Journal of Education and Social Studies 51 (7),pp 557-563) doi:10.9734/ajess/2025/v51i72146. [Google Scholar] [Crossref]

5. Wahab,N.Y.et.al (2024)’ Impact of workload on teachers’ well -being: A systematic literature review, TEM Journal, pp. 2544-2556.doi:10.18421/tem133-80 [Google Scholar] [Crossref]

• Pragmatics Misfire: An Analysis of Misconstrued Implicature
• In the Threshold of Darkness: Visualizing Power, Identity, and Ambiguity in Datuk H (2026)
• Narrative Review: Integrating Drawing Modules to Empower Non-Option Teachers in Visual Art Education