ABSTRACT
This phenomenological study explored the lived experiences, perceptions, and insights of public school teachers regarding the immediate removal of administrative tasks in Cluster 5 of Aroroy East District. Specifically, the study examined teachers’ experiences during policy implementation, perceived changes in instructional responsibilities and well-being, implementation challenges and opportunities, perceptions of policy effectiveness, and recommendations for strengthening workload reforms. Using purposive sampling, twelve (12) public school teachers participated in semi-structured interviews. The qualitative data gathered were analyzed through thematic analysis. Findings revealed that the removal of administrative tasks resulted in renewed instructional focus, professional relief, improved time management, enhanced instructional quality, increased teacher motivation, better work-life balance, and strengthened learner support. However, participants also identified challenges such as insufficient non-teaching personnel, ambiguity in task delegation, and inconsistencies in policy implementation. Despite these challenges, teachers generally perceived the reform as beneficial in improving teaching quality and restoring the essence of the teaching profession. The study concluded that workload reduction policies positively influence teachers’ professional well-being and instructional effectiveness when supported by adequate institutional systems. The study recommends stronger administrative support, clearer policy implementation mechanisms, continuous teacher welfare programs, and sustained teacher-centered reforms to ensure the long-term success of workload reduction initiatives in public schools.
Keywords: administrative workload, teacher welfare, workload reduction policy, public school teachers, phenomenology, instructional focus, teacher well-being, educational reform, qualitative research, thematic analysis, Aroroy East District
https://doi.org/10.65494/pinagpalapublishing.303
