The Nexus Between Teacher’s Workload Allocation and Students’ Learning Outcomes in the Implementation of DepEd Order No. 5, s. 2024 in Public Secondary Schools of Alabat Island, Division of Quezon
DOI:
https://doi.org/10.5281/zenodo.19789719Keywords:
teacher’s workload allocation, students’ learning outcomes, DepEd Order No. 5 s. 2024, class size, teacher ancillary tasks, teaching-related assignments non-teaching related assignments, public secondary schools, Alabat IslandAbstract
This study investigated the nexus between teachers’ workload allocation and students’ learning outcomes in the implementation of DepEd Order No. 5, s. 2024 in public secondary schools on Alabat Island, Division of Quezon. Specifically, it examined workload allocation in terms of teaching load, class size, teacher ancillary tasks, teaching-related assignments, and non-teaching-related assignments. It also determined the level of students’ learning outcomes based on academic grades, examined the significant relationship between workload allocation and learning outcomes, and identified the challenges encountered by teachers and the strategies they applied. The study employed a quantitative correlational research design. Data were gathered from 131 teacher-respondents out of 248 teachers across eleven public secondary schools through a validated four-part questionnaire and document analysis of students’ first and second quarter academic grades. The data were analyzed using frequency, percentage, mean, standard deviation, and Pearson’s r. Findings revealed that teachers’ workload allocation was generally regulated but remained demanding, particularly in terms of class size and ancillary tasks, which were found to operate at the upper limits of the policy allowance. Students’ learning outcomes were generally described as Very Satisfactory. Notably, the results revealed no significant relationship between teachers’ workload allocation and students’ learning outcomes, indicating that the workload indicators examined did not directly predict students’ academic performance. Despite this, teachers encountered moderate challenges and applied adaptive strategies such as time management, collaboration, technology use, and boundary setting. The study concluded that while workload allocation did not significantly influence students’ learning outcomes, maintaining balanced workload policies remains essential to sustain instructional quality, strengthen teacher well-being, and support effective implementation of DepEd policies.
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