ANCILLARY LOADS OF ELEMENTARY SCHOOL TEACHERS IN: ITS PERCEIVED

EFFECTS ON INSTRUCTIONAL EFFICIENCY

AND LEARNERS’ ACHIEVEMENT

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A Dissertation Proposal
Presented to
the Faculty of the Graduate School
Saint Ferdinand College

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In Partial Fulfilment
of the Requirements for the Degree
Doctor of Philosophy

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Lourdes H. Castro
Dec. 2020
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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Teachers play potent roles in the teaching and learning process. They deliver

quality education through timely and relevant classroom instruction as designed in

the approved classroom program. Also, they tend to spend the rest of the day

planning for tomorrow’s lesson and prepare the needed instructional materials.

Seemingly, learners can get quality instruction from the teachers through

quality teaching learning process. However, despite teaching efforts of the teachers to

intensively teach their learners, they are most often left to choose between urgency

and priority due to the additional non-teaching related workloads.

In some cases, teachers are supposed to teach during their scheduled time; but

due to the urgency of preparing required ancillary reports, they are forced to do so in

a limited time and resources. Since some of the classroom teachers are

knowledgeable and skilled to handle these needed reports, they are left with no

choice but to leave the class. Although these compelling ancillary teachers’ workloads

are contributory to the common good of the school, there is no doubt that learning is

being compromised.

Based on feedbacks, unfinished assigned work is consequently brought home

by teachers to finish and meet the deadline, thus, leading them to extend their work

hours at night and even on weekends. Consequently, instead of planning their

lessons for the following week, they could no longer prepare such because of mental

and physical exhaustion.

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As defined in RA 4670, known as the Magna Carta for Public School teachers,

the term “teacher” shall mean a person engaged in classroom teaching in any level of

instruction. However, this term has its extension work in the actual world of work.

According to Esguerra1, the chronically overworked state of public- school teachers in

the Philippines is well-known. The workload of public-school teachers is not only

limited to teaching but also to other non-teaching tasks. Given this workload, actual

teaching is increasingly being sidelined by the multitude of other responsibilities and

roles that teachers play.

According to Howard & Johnson2, multiple ancillary functions of teachers

often lead towards losing their motivation, satisfaction, and competence, and even

feel burnt-out. In the study conducted by Parham and Gordon 2, a person seeks for

multiple ancillary functions only because of promotion.

This underscores the potential negative impact on individual's job satisfaction,

quality of living, and work performance. Furthermore, scholars have questioned the

nature and characteristics of teachers with multiple ancillary functions. Zickar,

Gibby, and Jenny 3 reported that an employee is more likely to encounter professional

rivalry because he/she must exert more effort to manage multiple roles and

behaviors to the different multiple ancillary functions.

1
Esguerra, “Pressures on Public School Teachers on Quality,” https://www.coursehero.com/file/p6i4gon5/The-
chronically-overworked-state-of-public-school-teachers-in-the-Philippines/ (accessed on January 5, 2021)
2
Parham and Gordon, “Teachers with Ancillary Task,”
https://www.coursehero.com/file/54583058/teacherswithmultipleancillarytaskspdf/ (accessed January 5, 2021)
3
Zickar, Gibby, and Jenny, “Teachers with Ancillary
Task,”,https://www.coursehero.com/file/54583058/teacherswithmultipleancillarytaskspdf/ (accessed January
5, 2021)

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Variables, such as overlapping tasks and co-curricular activities of teachers,

are also reported as factors that hinder quality education as cited by Jackson, Schwab,

& Schuler.4

In the Philippines, the Department of Education issues or requires filling out

the School Form 7, School Personnel Assignment List and Basic Profile. This form

includes teachers teaching loads containing the grade and section taught, advisory

class and teachers’ ancillary positions. It is implied that teachers, while performing

their main function as classroom advisers, are tasked to perform extra non-teaching

functions called ancillary functions. For an instance they serve as subject area

coordinators, grade level head, canteen manager, sports coordinator, SBM,

coordinator, club moderators, cluster subject area coordinator, coaches in different

contests such as cluster, division, regional and even national levels. These ancillary

loads influence the performance of teachers as well as students.

As observed by the researcher, who is also a school head, there were times in

which teachers must stop teaching their classes to work on urgent or as soon as

possible reports. In effect, teachers usually extend working at home, preparing their

lesson plans, instructional materials and checking learners’ test papers and other

outputs. Other than those extra-curricular activities, such as Sports, BSP/GSP,

teachers’ training during school days and as such undertakings teachers need to

leave their classes and attend to these different activities in the division, regional or

national level. The top management officials require school heads to prepare an

exigency plan. Learning competencies expected to be delivered are not met due to

4
Jackson, Schwab, & & Schuler, “Teachers with Ancillary Tasks,”
https://www.coursehero.com/file/54583058/teacherswithmultipleancillarytaskspdf/, (accessed January 5,
2021)

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scarcity of the teacher to handle the class. Due to this learners tend to absent

themselves for days and even weeks. These are just few observed cases which disrupt

the teaching and learning among the teachers and their learners which have an

impact in the teachers’ instructional efficiency and learners’ competence.

As an evident record it shows that Rizal District posted low achievement rate

for the School Year 2019-2020 equivalent to 74.15%. It is an indication that learners’

competence in the reading and comprehension abilities in English and Filipino

recorded equivalent to 36% and 15% respectively. A clear indication that learners

belong to instructional and frustration respectively while in their English PHIL-IRI

showed 47% and 11 % belongs to instructional and frustration level respectively.

Based on the record it can be deduce that learners of Rizal District are not

performing well in terms of achievement rate which may be associated with the

workload composed of teaching and ancillary loads assigned to teachers. Teachers

handling multiple functions believed to affect the instructional efficiency and

learners’ competence. Relative to this, the goal of the study is to explore on the

experiences of the elementary teachers of Rizal District handling multiple functions

and responsibilities. It also evaluates the impact towards instructional efficiency and

on the learners’ competence.

Conceptual Framework of the Study

As the Department of Education needs to expand basic education curriculum

in the country and rendering quality in-service trainings to teachers, teachers have

been sacrificing their main duties and responsibilities due to these heavy teaching

loads and performing ancillary workloads. Moreover, as seen in social media

particularly in the FB DepEd Tambayan page comments, it reveals that paperwork is

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greater than instructional time, teachers consume too much time doing clerical work

for their accomplishment report both for curricular and extra-curricular assignment

given to them, and the like. Consequently, this situation is said to have great effect

on students’ academic performance. Unfortunately, little has been done to assess the

effect of teachers’ workload on students’ academic performance in both government

and private schools. Many studies have been conducted concerning factors affecting

students’ academic performance, including pregnancies, dropouts, science subjects,

girls’ performance, instructional materials, facilities, and others. However, the effects

of teachers’ workload on students’ academic performance have not yet been

researched. Experience failed to show how teacher’s workload affects students’

academic performance. Hence, this study is aimed at finding out the impact of

teachers’ workload focusing on the effect of ancillary loads to instructional efficiency

and learners’ competence.

The framework of this study is illustrated in the following diagram.

PARADIGM

Independent Variable Dependent Variables

Teacher’s Workload Instructional Efficiency

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 Regular Teaching Load  Time management
 Assessment/Academic  Instructional
Works management
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Figure 1

The paradigm shows the relationship between the independent variable

(Teachers’ Workload) and the dependent variables (Instructional Efficiency and

Learners’ Competence). The first component of the model contains the Teachers’

Workload consists of the variables; regular teaching loads which is their primary

function of which they must conduct assessments/academic works to measure

learners’ achievement in class, administrative works which include clerical work like

maintaining records and ancillary loads which could be curricular and extra-

curricular activities. These teachers’ workloads seemingly affect their instructional

efficiency in terms of time management, instructional management, and performance

and ultimately learners’ competence in terms of achievement in class and reading

ability.

Statement of the Problem

This study seeks to evaluate the impact of ancillary loads of the elementary

school teachers in Rizal District, Rizal, Schools Division of Cagayan, by looking at the

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perceived effects of ancillary loads on the teachers’ instructional efficiency as well as

on the learners’ competence. Specifically, the study seeks to answer the following

questions:

1. What ancillary loads for elementary do the teacher-respondents have?

2. What is the level of workload allocation demand of the teachers’ ancillary

positions?

3. To what extent do the ancillary loads affect the instructional efficiency of

teachers as to:

a. time management,

b. instructional management,

c. performance rating?

4. Is there a significant relationship between the level of workload

allocation demand of the teachers’ ancillary position and their instructional

efficiency?

5. To what extent do the ancillary loads of teachers affect learners’

competence as to their:

a. achievement,

b. reading ability?

6. Is there a significant relationship between the perceived instructional

efficiency of the teachers and the perceived effect of teachers’ ancillary

loads on learners’ competence?

7. What other issues and concerns have been encountered by the teachers

assigned with ancillary loads?

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8. What recommendations or suggestions can be proposed to address the

issues and concerns identified by the teacher-respondents?

Hypothesis of the Study

Based on the questions included in the Statement of the Problem, here below

are the hypotheses posited in this research:

1. There is no significant relationship between the level of workload

allocation demand of the teachers’ ancillary position and their instructional

efficiency.

2. There is no significant relationship between the perceived instructional

efficiency of the teachers and the perceived effect of teachers’ ancillary

loads on learners’ competence.

Importance of the Study

This study is significant as it seeks to evaluate the impact of ancillary loads of

the elementary school teachers, foremost on the teachers’ instructional efficiency, and

secondly on the learners’ competence. It is potential in addressing the relationship

held between teachers’ workload and students’ academic performance. As such, the

following will be specifically benefitted by this research undertaking:

Teachers. The study will investigate possible approaches to address the issue

of teachers being overworked at times, thus affecting their efficiency and

effectiveness in the teaching, and learning process.

Students. The perceived effect of teachers having excessive workload on

student’s competence will be abated because of a comprehensive approach to

addressing the issue.

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School Administrators. As members of the management team, the

administrators will be provided with a broad perspective on the relationship between

teachers’ ancillary loads and learners’ competence.

Educational Planners/Policymakers. The results of the study will help

education planners to come up with good plans, which realistically gear up for

attaining high students’ academic performance in education.

DepEd. The government agency, which is the regulatory body for basic

education in the Philippines, can use the results of the study as an eye-opener, then

the results help them to find solutions to the existing problem. As noted already,

among other factors, the problem is contributed greatly by teachers’ workload.

Therefore, the findings of this study would provide suggestions and

recommendations for solving the problem.

The Researcher. More than the personal and professional development, this

study will serve as a self-fulfillment for the researcher for being able to recommend

solutions to improve the teaching and learning process by lessening the workload of

teachers.

Future Researchers. Situations are dynamic; thus, there would be more

concerns to study in the future. The results of this study will serve as bases for the

researchers who intend to conduct the same study.

Scope and Delimitations of the Study

This study will focus on the public-school teachers having ancillary workloads

particularly elementary teachers in the District of Rizal under the Division of Cagayan. The

research will investigate the instructional efficiency of the teachers, which refers to time

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management and instructional management and their IPCRF performance rating in the School

Year 2019-2020. As regards to learners’ competence, the researcher will investigate the

learners’ achievement and reading ability through the PHIL-IRI posttest result.

The findings of this study will be specific to the context of the District of Rizal,

Schools Division of Cagayan. However, the possibility for the general applicability of the

findings is very likely in terms of the scope, the sample, and the cultural context of this study.

Nevertheless, even though there could be common features, the findings may not have general

applicability to other districts or divisions.

Definition of Terms

The following terms are operationally defined to ensure a common understanding

among readers and all those who will come across this research paper:

Achievement refers to the learners’ general weighted average in all learning areas in the

grade where they are enrolled in the recent school year.

Ancillary Load refers to the designation of a public-school teacher, aside from his teaching

role, providing necessary support to the primary activities or operation of the school, such

as being the: Brigada Eskwela Coordinator, GAD Coordinator, LIS Coordinator, Guidance

Counselor-Designate, among others. (See full list in the questionnaire)

Frustration Level text (problematic text for the reader, with more than 1 in 10 words

difficult for the reader; less than 90% success; with 50% comprehension).

Heavy Workloads are designated tasks required to be accomplished beyond working hours,

which include take home paper works at night and even on weekends.

Independent level text (relatively easy for the reader; with no more than approximately 1 in

20 words difficult for the reader; 95% success or higher; with 90% comprehension).

Instructional Efficiency refers to the performance rating and the perceived competence of

the teacher in terms of time management and instructional management.

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Instructional level text (challenging but manageable text for the reader, with no more than

approximately 1 in 10 words difficult for the reader, 90% to 94% success; with 75%

comprehension).

Instructional Management is an aspect of instructional efficiency which includes

competence in ensuring focus on teaching, innovation on classroom instruction, preparation

of Instructional Materials (IMs), and preparation of Lesson Plans/ DLL (Daily Lesson

Log).

Learners’ Competence refers to the achievement/performance of the learners with their

reading and comprehension abilities.

Level of Workload Allocation Demand refers to the number of hours of teaching loads and

the number of ancillary loads assigned to the teacher with this description: (a) Heavy (6

hours and above for teaching load and 5 and above ancillary loads); (b) Moderate (5 to 6

hours for teaching load and 3-4 ancillary loads); and (c) Light (5 hours and below for

teaching load and 1-2 ancillary loads).

Light Workload pertains to the assigned tasks below the required working hours.

Moderate Workload refers to the tasks assigned within the required working hours.

PHIL-IRI refers to the assessment tool composed of a set of graded passages

administered to the whole class and to individual students, which was designed to

determine a student’s reading level.

Students refer to the currently enrolled pupils of the 16 public schools in the District of

Rizal under the Division of Cagayan, that is, one (1) 1 central school, (two) 2 medium

schools, and 14 small schools.

Teachers refer to the 122 faculty members working in the different public schools in the

District of Rizal under the Division of Cagayan.

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Time Management is an aspect of instructional efficiency which includes competence in

ensuring appropriate time for actual teaching, home visitation, more focused &

individualized attention to students, interaction with students, and student guidance &

counseling.

Workload refers to the amount of work or of working time expected or assigned to a

public- school teacher, which includes both teaching assignments and ancillary positions.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies that have bearing with the

present piece of work. These were extracted from books, journals, unpublished thesis, and

dissertations, google and from other materials found in several libraries, both physical and

online or digital.

Related Literature

This part provides related studies and research that provide support to the study,

particularly on teachers’ multiple ancillary functions. The section contains arguments from

various authors on effects of teachers’ workload on instructional efficiency and students’

academic performance. The review focuses on the concept of teachers’ workload, factors that

contribute to teachers’ workload such as number of periods taught by a teacher per week,

internal assessments, marking load and administrative roles. Likewise, the effects of teachers’

workload on students’ academic performance are reviewed.

Who is a Teacher?

A teacher is a person whose job is teaching, usually in schools. A teacher is an

individual who can facilitate learning or directly provide knowledge, information or skills

required (Bennaars, et al,)5. The teacher must be committed to bring about the desired change.

He or she organizes all the curricula activities at the classroom level and he or she is expected

to provide an atmosphere for learning. Teachers’ skills and attitudes play a leading role in the

implementation of changes in the curriculum; this increases teachers’ workload.

5
Gerard A. Bennaars, James E. Otiende, Raymond D. Boisvert, Theory and Practice of Education, (Nairobi: East
African Educational Publishers Ltd, 2nd Edition, 1994), 20

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In addition, a teacher must know the local communities and the local dynamics. All

these put teachers in a better position to act as change agents (Bennaars, et al,).6 The school of

idealism places teachers above anything else in a school. In this respect, teachers are not only

expected to serve as a source of motivation to students, but also as a source of inspiration

(Mwanahewa).7 A teacher must show that he or she could discover students’ intellectual needs

and help them to acquire these needs. Similarly, a teacher is expected to see creativity from

students. Therefore, a teacher is a professional educator who has undergone teacher education.

He or she is a person who is trained in the art of teaching.

Job Descriptions of Teachers

Many codes of professional ethics for teachers list down five areas that constitute a

basis on which teachers’ duties and responsibilities designate: to the child, to the profession,

to the employer, to the community and to the nation. In the Philippines, classroom teachers are

categorized into two, we have the proficient teachers in which Teachers 1-3 belong and the

following are their duties and responsibilities.

 Applies mastery of content knowledge and its application across learning areas,

 Facilitates learning using appropriate and innovative teaching strategies and classroom

management practices,

 Manages an environment conducive to learning,

 Addresses learner diversity,

 Implements and supervises curricular and co-curricular programs to support learning,

 Monitors and evaluates learner progress and undertakes activities to improve learner

performance,

6
Gerard A. Bennaars, James E. Otiende, Raymond D. Boisvert, Theory and Practice of Education, (Nairobi: East
African Educational Publishers Ltd. 2nd Edition, 1994): 228
7
Mwanahewa, S.A. Philosophy of Education, Kampala; Institute of Education and continuing Education
Makerere University, Tenth Publication, (1997)

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 Maintains updated records of learners’ progress,

 Counsels and guides learners,

 Works with relevant stakeholders, both internal and external, to promote learning and

improve school performance,

 Undertakes activities towards personal and professional growth,

 Does related work.

Master Teachers 1-4 are categorized into highly proficient and here below are their

duties and responsibilities:

 Models exemplary practice in the application of content knowledge and

pedagogy showing its integration within and across learning areas,

 Conducts in-depth studies or action research on teaching-learning innovations,

 Works with colleagues to create learning-focused environments that promote

learner responsibility and achievement,

 Assists colleagues to implement differentiated teaching strategies that are

responsive to learner diversity,

 Leads in the preparation and enrichment of curriculum,

 Initiates programs and projects that can enhance the curriculum and its

implementation,

 Leads colleagues in the design, evaluation, interpretation, and utilization of

different types of assessment tools for the improvement of the teaching and

learning process,

 Updates parents/guardians on learner needs, progress, and achievement,

 Strengthens school-community partnerships to enrich engagement of internal

and external stakeholders in the educative process,

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 Establishes links with colleagues through attendance and membership in

professional organizations for self-growth and advancement,

 Provides technical assistance through demonstration teaching, mentoring,

coaching, class monitoring and observation, organizing/leading/serving as

trainers/facilitators in teacher quality circles/learning action cells,

 Does related work.

In the United States of America, teachers’ duties and responsibilities instrument is

well established. These comprises of a document upon which teachers’ job descriptions are

derived. Teachers follow professional practices consistently with school and educational

system policies in working with students, student’s records, parents, and colleagues. They

must demonstrate communication and interpersonal skills as they relate to students, parents,

other teachers, administrators, and other school personnel. Moreover, teachers must be

available to students and parents for conferences according to system policies, they should

facilitate home-school communication by such means as holding conferences, telephoning,

and sending written communication to all those people to whom their service is rendered. In

the same way, teachers should maintain students’ confidentiality of students’ records and

work cooperatively with school administrators, special support personnel colleagues and

parent (Cho-yee To)8.

In addition, the teachers comply with rules, regulations and policies of governing

agencies and supervisory personnel. In this case, agencies with state administration and the

board of education policies adhere to school and local system procedures and rules. They

conduct assigned classes at the times scheduled, enforces regulations concerning student

conduct and discipline. In addition, the teachers demonstrate timelines and attendance for

assigned responsibilities, provide adequate information, maintain accuracy, complete

8
To, Cho-yee, Teaching as a Profession, Educational Journal Vol. 10:(2) (1982): 71 – 73

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appropriate records, files, and reports, attend, and participate in faculty meetings and other

meetings (Gerald, et al)9.

Further, the teachers act in a professional manner and assume responsibilities for the

total school program, its safety and good order. Teachers take precautions to protect records,

equipment, materials, and facilities. They assume responsibility for supervising students in

and out of class settings and demonstrate appropriate personal contact while performing other

school duties. Lastly, the teachers assume a role in school meetings, students’ academic

achievement goals including academic gains that students assigned to the teachers (Farant) 10.

These contribute to teachers’ workload and affect students’ academic performance.

Teachers’ Workload

Workload is the amount of work that must be done by a particular person or

organization (Bennaars, et al)11 Teachers’ workload can be considered quantitatively and

qualitatively. When roles and duties of a teacher are listed down as many teachers’ job

descriptions do, only quantity is projected (Farrant)12. But when one considers the time spent

by a teacher in excursing her or his duties, weight and effect of the teacher’s work is sought to

be measured. It is possible to rate the teachers work as light or heavy.

The number of periods taught by one teacher per week, internal tests, exercises,

marking load, administrative roles as well as non-administrative roles performed by teachers

affect both teachers’ workload and students’ academic performance in schools. The

administrative roles performed by teachers in school includes principal, officer-in-charge,

TIC, head of department, coordinator, committee chair, etc. Non-administrative roles include
9
Gerald M. & Turner., Thinking About Teaching; An Introduction: Toronto: Harcout Brace (1995), 1-5
10
J.S. Farrant, Principles and Practice of Education, Malaysia; Longman (2005), 12

11
Gerard A. Bennaars, James E. Otiende, Raymond D. Boisvert, Theory and Practice of Education, (Nairobi: East
African Educational Publishers Ltd, 2nd Edition, 1994): p. 25

12
J.S. Farrant, Principles and Practice of Education, Malaysia; Longman (2005), 14

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canteen manager, cashier, laboratory technicians, librarian, counselor, school driver, subject

club master, class teacher, teacher on duty, social affairs coordinator, and student’s project

supervisor (Mbunda)13.

These affects both teachers’ workload and students’ academic performance. Teachers

who are exhausted, frazzled and demoralized by heavy workload are not effective and creative

in the classroom; hence, the teaching and learning processes can be affected.

In schools when teachers are working above their normal working load, it is regarded

as heavy workload. Teachers who are faced by excessive workload are not effective and

efficient in the teaching process. This brings various negative effects including poor students’

academic performance. Teachers’ heavy workload can be contributed by the following:

massive increase in number of students per class, teaching many periods than average load,

shortage of teachers in schools, lack of non-teaching staff, lack of teaching facilities and aids,

conducting tests in overcrowded classes and marking those tests, performing administrative

and non-administrative roles. These may result to difficulty on the part of the students to learn

(Mosha et al)14.

Furthermore, heavy teachers’ workload can bring the following negative effects to

teachers: stress, burnout, mistakes in work, poor work-life balance, physical and mental

effects.

When teachers perform their responsibilities according to teaching policy, example

teaching thirty periods per week and having a reasonable number of students in a class,

teachers not involved in non-administrative roles is regarded as light workload. Light

workload increases efficiency and effectiveness of teachers in the teaching and learning

process and leads to positive students’ academic performance.

13
F.L. Mbunda, Application of Teaching and Learning Theories, (Dar es Salaam; The Open University of Tanzania
2006), 10
14
H.J. Mosha, Planning Education System for Excellence, (Dar es Salaam; E&D Limited. (2006), p 5

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Teachers’ Workload and its Effect on Students’ Academic Performance

There are many roles and duties assigned to teachers. Farrant 15 justifies this by

pointing out that teachers are also leaders, counselors, tutors, and managers. There are

incidences where teachers are football or netball coaches, cashiers, or head of departments.

This indicates that teachers bear great workload, and which affect students’ academic

performance.

Moreover, the Victorian Government School Agreement16 points out four multifaceted

sources, which add to teachers’ workload to great level. These are face-to-face teaching,

including restored classes, assemblies, and extras. Other duties of teaching including

correction, preparation of lesson, assessment, meetings, students’ supervision, and

organizational duties are also tiresome. Likewise, such roles performed by teachers like

discipline masters or mistress, academic masters or mistress, heads of department and class

teachers add more workload to teachers and affect students’ academic performance. Other

factors including class size, extra curriculum activities, range of ability and age of students,

resources availability and facility, voluntary effort, including school camps, concerts, field

trips and school sports increases teachers’ workload. This list of sources of teachers’ workload

is for affluent nations. In less affluent nations, the following points can be added: lack of

proper accommodation for both teachers and students, lack of transport for both teachers and

students, lack of illumination power rationing and lack of basic facilities such as classrooms,

libraries, laboratories, books, chemicals, and apparatus for science subjects. These affects both

teachers’ workload and students’ academic performance in secondary schools.

15
J.S. Farrant, Principles and Practice of Education, Malaysia; Longman (2005), 15
16
https://www.yumpu.com/en/document/read/49611113/victorian-government-schools-agreement-vgsa-
2008-australian-

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Historical Perspective on Teachers with Multiple Ancillary Functions

Although some aspects of public education have not changed over the past hundred

years, the job description of school principal has shifted drastically. What was once

considered to be a boss-like role, has now transformed into a “facilitator of teachers” in which

leadership style has changed from a traditional “subordination and isolation model to

collaboration and consensus building” Rosenblatt17.

To encourage and promote collaboration and consensus, many budding principals now

aspire to empower teachers to accept greater responsibilities and partner with the

administration to attain and accomplish goals; as such they are called as teachers with multiple

ancillary functions (Martin).18 It was also cited by Brewer 19 that empowerment implies actual

changes in teachers’ professional authority and conduct, evident in their increased autonomy

and involvement in broader organizational issues beyond their daily routine tasks. Creating

opportunities for teachers to become more involved with new initiatives and responsibilities

develops their autonomy.

Moreover, Brewer added that teachers who are empowered in school require principals

to elicit changes in one’s role, which are likely to be evident mostly in the level of authority

that individuals have on the job. To embrace more rigorous expectations of teaching and

learning, school principals would be wise to investigate ways in which they can empower and

17
Zehava Rosenblatt, Skill Flexibility and School Change: A Multi-National Study, (Journal of Educational Change,
2004), 1-30.
18
T.N. Martin, Predictors of Turnover for Inbound and Outbound Employees. (Telemarketing Magazine, 10(10)
(1992)., 60-64
19
D.J. Brewer, Career Paths and Quit Decisions: Evidence from Teaching. Journal of Labor Economics, 14(2)
(1996), 313-339.

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promote leadership qualities within teachers to share in the workload of educational tasks, as

cited by (Hart).20

Experiences of Teachers and their Multiple Ancillary Functions

Leading the way are thousands of teachers who are rethinking every part of their jobs,

their relationship with students, colleagues, and the community, the tools, and techniques they

employ, their rights and responsibilities, the form and content of curriculum, what standards to

set and how to assess whether they are being met, their preparation as teachers, their ongoing

professional development, and the very structure of the schools in which they work. In short,

teachers are reinventing themselves and their occupation to better serve schools and students

(Levin021; Wijetunge)22. To better serve the school, teachers need to possess attitudes and

skills to cope with the challenges as teachers with multiple ancillary functions. The

pronouncement of (Schaufeli, Salanova, González-Romá, & Bakker) 23 says that a person’s

work engagement is defined as positive, fulfilling, and work-related state of mind that is

characterized by endurance, dedication, and absorption. However, the article published by

Pearson, Carroll, and Hall24 mentioned that teachers who were empowered by the school were

crossing the lines into managerial roles but were not being compensated for their increased

responsibilities. It was further revealed in the study entitled Relationships and Resilience: A

20
A.W. Hart, Work Feature Values of Today and Tomorrow's Teachers: Work Redesign as an Incentive and
School Improvement Policy. Educational Evaluation and Policy Analysis, 16(4) (1994), 458-473.

21
B. Levin, School Response to a Changing Environment. Journal of Educational Administration, 31(2), (1993)
4-21.
23
M.T.N. Wijetunge, Using Communicative Task-Based Speaking Activities to Enhance ESL Speaking Motivation
in Undergraduates. International Journal of Humanities, Arts and Social Sciences, 2(6) (2016), 203-208.
24
W.B. Schaufeli, M. Salanova, V. González-Romá, & A.B. Bakker, The Measurement of Engagement and
Burnout: A Two Sample Confirmatory Factor Analytic Approach. Journal of Happiness Studies, 3(1) (2002), 71-
92.
25
L.C. Pearson, D. Carroll, & B.W. Hal, Analysis of Demographic, Perceptual, and Work-Related Factors in
Teacher Moonlighting. The Journal of Educational Research, 87(5) (1994)., 304-308.

22

23

24

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Role for School Principal that when teachers experienced difficulties in their personal

relationships, these difficulties were caused by their tiredness and a lack of energy due to

multiple workload or ancillary functions (Peters & Pearce)25.

In the study of Zickar et al.26, they stated “role conflict” for teachers with multiple

ancillary function happens if the primary and secondary jobs are very dissimilar. An employee

is more likely to face role conflict and feel less satisfied, since more efforts are required to

shift among the different roles and to adapt roles and behaviors to the different job demands.

To prevent outcomes of excessive stress of teachers, administrators need to be proactive and

assist in managing the workload while, at the same time, foster collaborative responsibility

and ownership (Don, Puteh, Nasir, Ashaari, & Kawangit,; 27 Martin)28. However, on the study

conducted by Sappa, Boldrini, and Aprea29, multiple ancillary functions were perceived by the

teachers as a factor supporting their well-being. At the emotional level, combining teaching

with another ancillary function seemed to support teachers in stepping back from situations

encountered at school and keeping problems in perspective. In addition, being engaged in

different professional activities was described as a source of strength and a way to remain

continuously stimulated by different inputs. At the instructional level, various advantages

were associated with the opportunity to multiple ancillary functions of teaching since they

25
J. Peters & J. Pearce, Relationships and Early Career Teacher Resilience: A Role for School Principals. Teachers
and Teaching, 18(2) (2012), 249-262
27
M.J. Zickar, R.E. Gibby & T. Jenny, Job Attitudes of Workers with Two Jobs. Journal of Vocational Behavior,
64(1) (2004)., 222-235
28
A.G. Don, A. Puteh, B.M. Nasir, M.F. Ashaari, & R.M. Kawangit, The Level of Understanding and Appreciation
of Islam among Orang Asli New Muslims in Selangor State, Malaysia and its Relationship with Social Well-Being.
International Journal of Humanities, Arts and Social Sciences, 2(6) (2016), 215-220.
29
T.N. Martin, Predictors of turnover for inbound and outbound employees. Telemarketing Magazine, 10(10)
(1992)., 60-64
30
V. Sappa, E. Boldrini, & C. Aprea, Teachers’ Professional Well-Being Risk Factors: A mixed Method Study in
VET. 16th Biannual EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus. (2015)

26

27

28

29

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experience stronger credibility in front of the students. Baker 30 reiterated that how well a

person copes with life situations are expected to be associated with attachment style. People

with secure support system have a history of positive, supportive relationships with significant

others; they are more likely to perceive good social support networks and be satisfied with the

amount of support they receive. For many teachers, multiple roles are considered essential for

school restructuring and optimum teacher development (Kushman)31. The findings of Short
32
and Greer cited that trust is said to be a major attitude to possess as teachers with multiple

jobs likely to develop collaborative leadership within school fostering positive relationships as

it continues to focus their effort on establishing trusting relationships within the school

community.

Multiple Curricular and Extra-Curricular Activities of Teachers

Extra-curricular activities are programs and events carrying no academic credits

organized by the designated school moderator together with students to showcase their interest

and abilities, subject to direction and supervision of school. Educational process is not only

confined inside the classroom but also outside the school. This is truly a learning process since

it is not only confined inside the classroom (Retubada)33. In the light of this type of education,

teachers recognize the value of extra-curricular activities. To them, the major aim of these

activities is to stimulate and develop the habits of engaging in worthwhile personality building

and leisure time experience. They are important because they make use of innate drives and

urge students by directing these free activities along channels that are educationally
30
J.K. Baker, The Impact of Attachment Style on Coping Strategies, Identity Development, and the Perception of
Social Support (Unpublished Master's Thesis). University of Canterbury, Christchurch, New Zealand, (2006)
31
J.W. Kushman, The Organizational Dynamics of Teacher Workplace Commitment: A Study of Urban
Elementary and Middle Schools. Educational Administration Quarterly, 28(1) (1992)., 5-42
33
P.M. Short & J.T. Greer, Leadership in Empowered Schools: Themes from Innovative Efforts (2nd ed.).
Washington, DC, WA: ERIC (2002) 35-38
34
R. Retubada, Correlation of Frequency of Absences of Teachers Doing Ancillary Functions and the Students’
Academic Performance in all learning areas (Unpublished master's thesis). Ateneo De Davao University, Davao,
Philippines (2104)

32

33

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worthwhile. They also unify the school together with their colleagues and foster the spirit of

cooperation and commitment building (Le Cornu & Ewing) 34. Nowadays, teachers are

participating in day-to-day decision making in schools working side-by-side to set priorities

and dealing with organizational problems that affect their students’ learning (Jordan)35. He

added that many teachers also spend time researching various questions of educational

effectiveness that expand the understanding of the dynamics of learning. More teachers are

spending time mentoring new members of their profession, making sure that education school

graduates are truly ready for the complex challenges of today’s classrooms. Meanwhile, under

DepED Memorandum No. 291 dated June 13, 200836, the general guidelines for the

implementation of the six hours of actual classroom teaching of public elementary and

secondary teachers and the specific guidelines to be formulated at the school level for the

remaining two hours to complete the eight hours of work, have been promulgated. The six

hours of actual classroom teaching shall cover the full teaching load of a teacher as indicated

in the class program. Teaching loads including adviserships and/ or special assignments for

the entire school year combined shall be considered as one teaching load. As cited in the

memorandum, the special assignments of teacher as grade level coordinator, school paper

adviser, class adviser, and property custodian for one actual teaching load.

Theory of Job Enlargement

34
R. Le Cornu & R. Ewing, Reconceptualising Professional Experiences in Pre-Service Teacher Education:
Reconstructing the Past to Embrace the Future. Teaching and Teacher Education, 24(7) (2008), 1799-1812.
36
J.V. Jordan, Relational Resilience in Girls. In S. Goldstein & R. B. Brooks (Eds.), Handbook of Resilience in
children. Boston, MA: Springer. (2013)
37
Le Cornu & Ewing, “School Coordinators: Leaders of Learning in Professional Experience,”
https://files.eric.ed.gov/fulltext/EJ969523.pdf (accessed January 10, 2021)

35

36

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In contrast to the above discussions, there is an opposing view regarding teachers’

ancillary functions as argued by the theory of job enlargement (Buhler) 37. Job enlargement is

defined as utilization of “horizontal” skills, or multiple ancillary functions, which require

skills that are at a similar level of complexity and responsibility. In teaching, it may consist of

creating additional workload aside from the regular task given (Firestone) 38. Research on the

off shot of job enlargement programs shows that motivation is increased when additional tasks

are interdependent (Wong & Campion)39. It was also added that job enlargement is directly

related to high satisfaction (Campion & McClelland)40. Research shows that job enlargement

has a positive effect on teachers’ instructions since it became more diversified (Firestone)41.

In another study, conducted by Conley and Levinson 42, they said that teachers’

multiple ancillary functions, such as teaching and non-teaching responsibilities, improved

teachers’ skills. Moreover, in the study of Parham and Gordon43, combining multiple ancillary

functions emphasized positive impacts on an individual’s well-being. Canadian teachers with

multiple ancillary functions are reported to be less worn-out, stress-free, have high

performance in their jobs, and with lower intentions to quit (Jamal, Baba, & Riviere) 44 Yahya,

Ismail, Salleh, & Abdullah).45

37
P. Buhler, Are You Getting the Most out of Your Employees? Supervision, 51(10) (1990), 14-16.
38
W.A. Firestone, Merit Pay and Job Enlargement as Reforms: Incentives, Implementation, and Teacher
Response. Educational Evaluation and Policy Analysis, 13(3) (1991)., 269-288.
39
C.S. Wong & M.A. Campion, Development and Test of a Task Level Model of Motivational Job Design. Journal
of Applied Psychology, 76(6) (1991), 825-837
40
M.A. Campion & C.L McClelland, Follow-Up and Extension of the Interdisciplinary Costs and Benefits of
Enlarged Jobs. Journal of Applied Psychology, 78(3) (1993)., 339-351.
41
W.A. Firestone, Merit Pay and Job Enlargement as Reforms: Incentives, Implementation, and Teacher
Response. Educational Evaluation and Policy Analysis, 13(3) (1991), 269-288
42
S. Conley & R. Levinson, Teacher Work Redesign and Job Satisfaction. Educational Administration Quarterly,
(1993), 453-478.
43
J.N. Parham & S.P. Gordon, Moonlighting: A Harsh Reality for Many Teachers, (Phi Delta Kappan, 92(5) (2011),
47-51.
44
M. Jamal, V. Baba & R. Riviere, Job Stress and Well-Being of Moonlighters: The Perspective of Deprivation or
Aspiration revisited. Occupational Health and Industrial Medicine, 1(40) (1999), 195-202.
45
M.S. Yahya, M.H. Ismail, M.F.M Salleh M., & H. Abdullah, Science Teachers’ Continuous Professional
Development: Nature of In-Service Training and its Implementation. International Journal of Humanities, Arts
and Social Sciences, 1(1) (2015), 6-12.

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Chapter 3

RESEARCH METHODOLOGY AND PROCEDURES

This chapter presents the research design to be employed by the researcher, the locale

of the study, participants of this study, instrument to be used in gathering data, the data

gathering procedure, and the statistical tools to be used in the data analysis.

Research Design

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In this study, the researcher will make use of descriptive type of inquiry because

descriptive inquiry, as defined by Manuel and Medel,46 involves the description, recording,

analysis, and interpretation of the present nature, composition, or processes of phenomena.

The focus in the descriptive inquiry is on the prevailing conditions, or how a person or group

behaves or functions in the present. It will be used due the fact that the purpose of this study is

to assess the extent to which ancillary loads affect the teachers’ instructional efficiency as well

as learners’ competency.

Survey technique will be employed to ascertain the level of workload allocation

demand of the teachers’ ancillary positions based on their assigned ancillary loads.

Correlation technique will likewise be used to measure or assess the degree of

associations or relationship between two variables. The researcher will investigate the degree

of relationship between the level of workload allocation demand of the teachers’ ancillary

position and their instructional efficiency. Same technique will likewise be used to study the

relationship between the perceived instructional efficiency of the teachers and the perceived

effect of teachers’ ancillary loads on learners’ competence.

Locale of the Study

This study will be conducted in all the public elementary schools of Rizal District

under the Division of Cagayan during the school year 2020-2021. The data to be used are the

IPCRF rating of the teachers in the S.Y. 2019-2020 and likewise the

achievement/performance of the learners per grade and posttest result of PHIL-IRI both in

Filipino and English in S.Y 2019-2020. Rizal district has 16 elementary schools, eight (8) of

46
Manuel and Medel, “What is Descriptive Research Method According to?,
https://askinglot.com/what-is-descriptive-research-method-according-to (accessed January 15, 2021)

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which are categorized as small schools, two (2) are integrated schools, one (1) central school,

one (1) medium school, and four (4) schools with combination classes.

Respondents of the Study

The 122 elementary teachers of Rizal District, Division of Cagayan will all be taken

(total enumeration) as the respondents in this study. Teachers handling high school in the

integrated schools will be excluded as respondents.

DISTRIBUTION OF RESPONDENTS
Rizal District Elementary School
Number of Number of
School Category Schools Respondents
Small Schools 8 59
Integrated Schools 2 14
Central School 1 15
Medium School 1 14
Schools with Combination of
Classes 4 20
Total: 122 respondents

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Data Gathering Instruments

The main instrument to be used in gathering data for this study is questionnaire. The

instrument will be validated by the subject experts in terms of both content and structure. The

questionnaire has three parts. Part I will elicit the demographic profile of the teacher-

respondents focusing on the total number of hours assigned for teaching loads ; Part II will

elicit the total number of ancillary loads assigned to the teacher-respondents and Part III will

cover items eliciting the extent to which ancillary loads affect teachers’ instructional

efficiency of which IPCRF rating of teachers for SY 2019-2020 will also be elicited and

learners’ competence of which the general weighted average will be taken and PHIL-IRI

posttest both in Filipino and English result will also be gathered from the teacher-respondents.

Data Gathering Procedures

The conduct of this study will involve three steps; namely: a) requesting permission to

conduct the study, b) preparation and distribution of questionnaire observing the proper health

protocol prescribed by the local IATF and the DOH, and c) encoding the data to be gathered.

The researcher will ask permission from the Schools Division Superintendent,

Division of Cagayan through a request letter to conduct this research study. Upon approval,

the researcher will prepare the main instrument for the data gathering. Permission from the

different school heads will be sought for the floating of the questionnaire to the teacher-

respondents.

The questionnaires will be personally administered by the researcher through focus

group discussion from one school to another observing proper health protocol. Encoding of

data will be done immediately upon the retrieval of the questionnaire.

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Statistical Treatment of Data

To be able to describe the variables under this study, the following statistical

tools shall be used:

1. Simple frequency count and percentage distribution will be used to determine the

number of ancillary loads assigned to the teacher-respondents, performance rating of

teachers (descriptive/adjectival rating will be counted), general weighted average

(level of proficiency will be counted) and PHIL- IRI posttest result both in Filipino

and English.

2. Frequency count will be used to determine the workload allocation demand of

the teacher’s ancillary position given the qualitative description table below:

Category Teachers Ancillary Description

Teaching Load Load

Heavy 6 and above 5 and above Teacher has 6 hours and

hours above of teaching load

and 5 and above ancillary

loads
Moderate 5 -6 hours 3-4 Teacher has 5- 6 hours of

teaching and 3 to 4

ancillary loads
Light Below 5 hours 1-2 Teacher has 5 hours and

below of teaching and 1-2

ancillary loads

3. Weighted mean will be used to determine the extent to which ancillary loads affect

teachers’ instructional efficiency and learners’ competence.

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4. Pearson r correlation will be used in determining the significant relationship between the

level of workload allocation demand of the teachers’ ancillary position and their instructional

efficiency and the significant relationship between the perceived instructional efficiency of the

teachers and the perceived effect of teachers’ ancillary loads on learners’ competence.

The following intervals will be used to analyze the extent to which the ancillary load

affects the instructional efficiency of teachers.

Scale (Questionnaire) Arbitrary Scale

5 – Great Extent 4.20 – 5.0 – Great Extent

4 – Significant Extent 3.40 – 4.19 – Significant Extent

3 – Moderate Extent 2.60 – 3.39- Moderate Extent

2 – Minimal Extent 1.80 – 2.59 – Minimal Extent

1- Insignificant Extent 1.00 – 1.79- Insignificant Extent

QUESTIONNAIRE
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Dear Respondent:

The undersigned is conducting a study entitled “Ancillary Loads of

Elementary School Teachers in Rizal District: Its Perceived Effect on Instructional
Efficiency and Learners’ Competence”. Such research is undertaken in partial
fulfillment of the requirements for the degree Doctor of Philosophy, which the
researcher is currently taking up at Saint Ferdinand College.
Your support is kindly sought by answering the following questions or
providing the information herein requested. Rest assured that your responses would
be dealt with utmost level of professionalism and confidentiality. Thank you so much
in anticipation of your cooperation.

Lourdes H. Castro
(Researcher)

Part I. Demographic Profile

Name: ________________________________ (Optional)

School: ________________________________
Teaching Position: ____________
Grade Assignment: ___________
Relieving Teacher: ___________ (Pls. Check)
Actual Number of Teaching Loads (Hours) _________ (Please give emphasis on
this)

Part II: Please tick/check your assigned ancillary load/s except for items 26 and 31
where you need to provide your answer.

1 Bookkeeper 1 LIS Coordinator

8
2 Brigada Eskwela Coordinator 1 NDEP Coordinator
9
3 BSP Adviser 2 Nutrition Coordinator
0
4 Canteen/Feeding Coordinator 2 PESS/Sports Coordinator
1
5 Civil Works Coordinator 2 Property Custodian
2
6 Clinic In-Charge 2 SBM Coordinator
3
7 CPP/Anti-bullying 2 SIP/ AIP Coordinator
Coordinator 4

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8 Disbursing Officer 2 SPG Adviser

5
9 DRRM Coordinator 2 Subject Coordinator for
6 _____________________
10 GAD Coordinator 2 Research Adviser
7
11 GSP Adviser 2 WATCH Club Adviser
8
12 Guidance Counselor Designate 2 YES-O Adviser
9
13 Gulayan Sa Paaralan 3 4 Ps Coordinator
Coordinator 0
14 ICT Coordinator 3 Others, pls.
1 specify_______________
15 Journalism/ School Paper
Adviser
16 KABAYANI Club Adviser
17 KAWAN Adviser

Part III.

1. Perceived Effect of Ancillary Loads on Instructional Efficiency: How

extensive is the impact of your ancillary loads vis-à-vis the following
activities? (Tick appropriate box)

Note: For your responses, please refer to the scale below.

5 – Great Extent
4 – Significant Extent
3 – Moderate Extent
2 – Minimal Extent
1 – Insignificant Extent

5 4 3 2 1
 TIME MANAGEMENT
A. Teaching Related Activities
a.1 Actual teaching hours
a.2 organizing the classroom
a.3 checking students’ formative test, summative
test and other outputs
a.4 identifying least mastered competencies
through Item Analysis

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a.5 recording student performance and progress

a.6 conducting remedial instruction in reading
a.6 conducting remedial instruction in the
subject/s with identified least mastered
competencies
a.7 reporting of learners’ performance to parents
B. Home Visitation
b.1 Informing parent/guardian of the home
visitation through call or text
b.2 Writing a letter to parent/guardian on the
conduct of home visitation
b.3 Commitment to scheduled home
visitation
C. More focused & individualized attention to
students
c.1 Discuss to students re: performance for the
day
c.2 Present to students result of assessment and
other outputs
c.3 Speak and interact with students
c.4 Monitor students assignments/projects
D.Student guidance & counseling
e.1 Listen to students’ problems and concerns
e.2 Address students’ problems and concern
e.3 Orient parents on school/classroom policies
e.4 Orient students on school/classroom policies
 Instructional Management
A. Focus on teaching process
a.1 interaction of the teachers with the learners
a.2 Monitor learners individual/group activity
a.3 Monitor learners’ collaboration with their
classmates/peers
B. Innovation on classroom instruction
b.1 Preparation of Innovative Workplan/Action
Plan
b.2 Preparation of Action Research

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C. Preparation of Instructional Materials (IMs)

c.1 Preparation of printed or teacher-made
IMs for the daily lesson
c.2 Downloading IMs from the internet
c.3 Preparation of IMs for remediation
activities
D. Preparation of Lesson Plan/ DLL (Daily
Lesson Log)
d.1 Preparation of the needed supplies for
DLL/Lesson plan writing
d.2 Gathering the needed references for DLL
and Lesson plan writing
d.3 Actual writing of DLL/Lesson plan

2. Please tick your earned IPCRF performance rating in School Year 2019-2020.

Numerical Rating Descriptive/Adjectival Rating

( ) 4.50 – 5.00 Outstanding
( ) 3.50 – 4.49 Very Satisfactory
( ) 2.50 – 3.49 Satisfactory
( ) 1.50 – 2.49 Unsatisfactory
( ) 1.00 – 1.49 Poor

3. Please provide the general weighted average of your class advisory and level
of proficiency in School Year 2019-2020. Only the teacher with the grade
assignment will answer this portion using the following descriptors.

Grade General Weighted Level of Proficiency

Level Average (please refer to the following descriptor
to determine the level of proficiency)
Beginning = 74 and below
Developing = 75-79
Approaching
Proficiency = 80-84
Proficient = 85-89
Advance = 90-100

I
II
III
IV
V

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VI

4. Please key in your PHIL-IRI posttest result both in Filipino and English in
School Year 2019-2020.

Name of School: __________________________________

Filipino No. of Reading Level

Learners
Independent Instructional Frustration
Tested
Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI
Total

English No. of Reading Level

Learners
Independent Instructional Frustration
Tested
Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI
Total

5. Other Related Issues & Concerns Encountered by Teachers with Ancillary

Load/s: (Tick one or more appropriate box/es)

Feeling of being burnt-out

Inefficiency
Ineffectiveness
Not properly compensated/remunerated
Anxiety
Depression
Lack of time for the family

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Household chores are being sacrificed

Risk to good health
Exposure to self-exploitation
Decreased of personal accomplishment such as professional
growth
Others, pls. specify, _________________________________________

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