Carrying Capacity and Coping Mechanisms of Proficient Teachers in Relation to Workload
DOI:
https://doi.org/10.5281/zenodo.21965797Keywords:
carrying capacity, coping mechanisms, teacher workload, teacher well-being, workload management, public elementary teachersAbstract
This mixed-method research examines the teachers’ current carrying capacity and coping mechanisms in terms of their workload in public elementary schools in Mobo South District, Division of Masbate Province for school year 2024-2025. Fifteen (15) public elementary school teachers and fifteen (15) school heads were selected through complete enumeration sampling. With the use of quantitative method, specifically a descriptive research design and qualitative method, specifically phenomenological research through a survey questionnaire, findings revealed that while teachers generally manage their core instructional duties and related responsibilities, tasks such as action research, ICT coordination, and home visitation were perceived as excessive burdens. To cope, teachers employed strategies including social support, time management, and leisure activities, while school heads recommended interventions such as task delegation, role clarity, technology-assisted task simplification, and professional development to enhance workload management and resilience. The study concludes that while most teachers manage their workload effectively, tasks such as action research and ICT coordination require targeted support, with teachers relying on coping strategies like time management and social support to cope with demands. It is thus recommended that schools and districts establish sustainable workload policies and implement professional development workshops focused on time management and stress reduction to support teacher well-being.
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