Extent of Workload Challenges and Multitasking Skills Among Teachers and their Performance

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{"abstract":"Teachers frequently experience excessive workloads that hinder their ability to manage time effectively, often resulting in stress, decreased productivity, and burnout. This study aimed to assess the extent of workload challenges, multitasking skills, and the performance of 200 public school teachers from Maramag District 3 during the School Year 2024–2025. The research focused on four key areas of workload: ancillary services, classroom tasks, administrative duties, and research responsibilities. Findings revealed that despite encountering significant workload demands across these areas, teachers demonstrated high levels of multitasking ability, particularly in time management, task prioritization, and adaptability. Notably, 50% of the respondents received an Outstanding rating in their Individual Performance Commitment and Review Form (IPCRF), indicating strong performance levels despite workload pressures. Statistical analyses showed significant relationships between various workload challenges and teacher performance, with p-values of 0.0071 for ancillary services, 0.0075 for classroom tasks, 0.0193 for administrative tasks, and 0.0093 for research. Likewise, significant relationships were found between multitasking skills and performance, specifically for time management (p = 0.005), task prioritization (p = 0.014), and adaptability (p = 0.067), suggesting that these skills are positively associated with teaching effectiveness. These results underscore the need for educational institutions to implement structured support systems to reduce non-instructional burdens. Recommendations include hiring additional administrative personnel, offering professional development focused on time management and task prioritization, and fostering collaborative school environments. Additionally, broadening teacher evaluation criteria to include well-being and job satisfaction may help promote a healthier, more balanced teaching experience. Ultimately, enhancing support for teachers’ multitasking capacities can sustain high performance while mitigating the adverse effects of workload-related stress.","abstract_source":"original","authors":["Zusette Orena","Lorelie Gamutan"],"date":"2025-07-12","doi":"10.70838/pemj.420308","id":5769,"issue":3,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"a6d18d07fd366a9223e757af5230e03ff2e552bfc24f28af357a7e1b585d0a7d","schema":"scimatic-article/1","title":"Extent of Workload Challenges and Multitasking Skills Among Teachers and their Performance","volume":42}

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