Abstract
This study explored qualitatively distinct ways in which non-teaching personnel in the Department of Education (DepEd) conceptualize efficiency in their administrative roles within public education support systems. Using a phenomenographic research design, the study involved eighteen DepEd administrative staff who responded to a written interview guide in July 2025. Data analysis revealed five distinct conceptions of efficiency: (1) fast output delivery, (2) task accuracy and compliance, (3) responsible resource management, (4) coordinated team functioning, and (5) ethical and purposeful public service. These conceptions were organized into an outcome space, highlighting the variation in how efficiency is understood—from performance-based interpretations to deeper, values-driven and relational meanings. The findings suggest that while institutional measures often prioritize speed and compliance, administrative staff also associate efficiency with stewardship, collaboration, and service to the public good. Grounded in Public Service Motivation Theory, the study affirms the centrality of intrinsic values and moral commitment in shaping public service work. The results offer critical insights for DepEd leaders and policymakers in designing evaluation systems, training programs, and reforms that recognize the human dimensions of efficiency and promote more inclusive, responsive governance in education.
