Workloads and Challenges of Public Senior High School Teachers

This study examined the workloads and challenges experienced by Public Senior High School (SHS) teachers and explored strategies to support their professional well-being. Using a qualitative research design grounded in narrative inquiry, the study gathered in-depth accounts from 17 SHS teachers in one congressional district in Quezon Province, Philippines. Data were collected through focus group discussions and individual interviews and analyzed using thematic analysis to identify recurring patterns and meanings from participants’ lived experiences. Findings revealed that teachers’ workloads extend significantly beyond classroom instruction, encompassing lesson planning, instructional material development, administrative tasks, research supervision, and student support. These overlapping responsibilities contribute to workload intensification, resulting in long working hours and disruptions to work–life balance. Teachers also face challenges such as out-of-field teaching, limited resources, large class sizes, and classroom management concerns, all of which negatively impact their teaching effectiveness and well-being. Institutional factors, including frequent policy changes, insufficient professional support, and the need to use personal resources for instructional purposes, further exacerbate these difficulties. Despite these challenges, teachers demonstrate resilience through adaptive strategies such as instructional adjustments, collaboration with colleagues, time management, and fostering student and parental engagement. However, these coping mechanisms are largely individual efforts and do not fully address systemic issues. Based on the findings, a teacher reference guide was developed to provide practical strategies for workload management and professional support. The study highlights the need for institutional reforms, including workload rationalization and enhanced support systems, to promote teacher well-being and ensure the delivery of quality education.