Advanced International Journal for Research

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Teacher Workload Reduction Via Administrative Task Removal: Effects on Instruction Quality in DepEd Schools

Author(s) Ms. HELEN M GONZAGA, Ms. CATHERINE M SAVERET, Mr. VINCENT ANTHONY L AZORES
Country Philippines
Abstract Teacher workload has become a significant concern in public education as teachers perform not only their core instructional responsibilities but also various administrative, clerical, reporting, documentation, coordination, and ancillary tasks. This study, entitled Teacher Workload Reduction via Administrative Task Removal: Effects on Instruction Quality in DepEd Schools, aims to determine the relationship between administrative workload reduction and instruction quality among teachers in Guadalupe Heights Integrated School, Sagkahan Elementary School, and Greendale Residences Integrated School in the Schools Division of Tacloban City. Anchored primarily on the Job Demands–Resources (JD-R) Model, the study examines teacher administrative workload, the extent of administrative task removal or workload reduction, and instruction quality. Specifically, administrative workload is assessed through reports and documentation, learner records and data management, administrative and clerical tasks, school programs and ancillary assignments, communication and coordination requirements, and compliance with administrative policies and reporting requirements. Workload reduction is examined through task removal, redistribution of responsibilities, process streamlining, digital systems and automation, administrative support, and reduction of time spent on administrative work. Instruction quality is assessed in terms of lesson planning, instructional delivery, classroom management, learner engagement, assessment and feedback, and responsiveness to learners’ needs. The study employs a quantitative descriptive-correlational research design and targets 150 teacher-respondents, subject to verification of the eligible teacher population. Data will be gathered using a validated researcher-made questionnaire and analyzed using frequency, percentage, weighted mean, standard deviation, Pearson product-moment correlation, and multiple linear regression analysis. The findings are expected to provide localized evidence that may guide school administrators and education policymakers in strengthening workload management, improving administrative support, and protecting teachers’ instructional time. The study may also serve as a basis for a Teacher Workload Reduction and Instruction Quality Improvement Plan.
Keywords teacher workload, administrative task removal, workload reduction, instruction quality, DepEd schools, administrative workload, teacher workload management
Field Sociology > Administration / Law / Management
Published In Volume 7, Issue 5, September-October 2026
Published On 2026-10-10
DOI https://doi.org/10.63363/aijfr.2026.v07i05.8125
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