Teachers’ Commitment to Ancillary Workloads in Relation to their Performance
Keywords:
Ancillary workloads, teacher commitment, teacher performanceAbstract
This study explored the relationship between public school teachers’ commitment to ancillary workloads and their teaching performance. Drawing data from 120 respondents, the research examined demographic variables such as age, educational attainment, and length of service in relation to both ancillary engagement and instructional effectiveness. Findings revealed that while teachers consistently demonstrated high levels of commitment to ancillary duties—particularly in advising roles—their performance was rated as very satisfactory across all groups. Notably, longer tenure and postgraduate qualifications were associated with significantly higher performance levels, underscoring the value of experience and advanced education. A significant difference in commitment to teaching-related duties was observed among younger teachers, suggesting generational responsiveness to evolving instructional demands. However, no significant relationship was found between overall ancillary workload commitment and teaching performance, indicating that non-instructional engagement, though essential to school operations, does not directly enhance classroom effectiveness. The study recommends strategic workload balancing to preserve pedagogical quality while sustaining institutional support.
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Copyright (c) 2025 Jay Marie R. Sinahon, Dr. Virginia G. Mananquil (Author)
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