Unburdened Chalk: Exploring Teachers’ Perspectives on the Elimination of Administrative Tasks
DOI:
https://doi.org/10.5281/zenodo.20422667Keywords:
administrative task elimination, MATATAG Agenda, teacher workload, teacher well-being, instructional focus, educational policy reformAbstract
This qualitative phenomenological study explored public elementary school teachers’ perspectives on the elimination of administrative tasks under the Department of Education’s MATATAG Agenda and DepEd Order No. 002, s. 2024. Specifically, it examined how the policy shaped teachers’ workload, well-being, instructional focus, professional values, and insights on workload reform. Eight public elementary school teachers from the Kiblawan North and South Districts, Division of Davao del Sur, participated in in-depth interviews. Data were analyzed through thematic analysis involving familiarization, coding, theme development, theme review, and reporting. Findings revealed four major thematic areas: positive perception of administrative task reduction; improved workload and well-being through greater instructional focus and learner support; reframing of professional purpose toward outcome-oriented and humanistic teaching; and the realization that streamlined systems restore the core mission of teaching. Teachers described relief, reduced stress, renewed motivation, better instructional preparation, strengthened professional identity, and increased responsiveness to learners. However, persistent workload issues such as multigrade teaching, assessment demands, and residual school roles remained evident. The study concludes that administrative task elimination is a meaningful policy intervention, but its long-term effectiveness depends on adequate support staff, clear delegation, school-level monitoring, teacher voice, and sustainable workload management systems.
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