Teachers’ Ancillary Works: Its Significance to Their Teaching Performance

The study examines the impact of teachers’ ancillary responsibilities on their teaching performance in Initao South District for the school year 2025-2026 using a descriptive-correlational and causal-comparative research design. It examined whether demographic profiles, number of ancillary roles, and perceived challenges predicted efficiency in various teaching domains. Most respondents were female, married, aged 51 and above, bachelor’s degree holders, and had over 16 years of service, though many remained at the Teacher I level. Their primary ancillary duty involved enhancement activities. Ancillary tasks moderately hindered performance by reducing lesson preparation time, extending work hours, and increasing pressure through paperwork and coordinator roles. Despite these challenges, teachers maintained very efficient performance in lesson preparation, inclusivity, curriculum planning, fair assessment, classroom management, and innovative instruction. Correlation analysis found no significant correlation between demographics, ancillary roles, perceived challenges, and teaching efficiency. However, regression analysis showed that age positively affected management skills, while civil status had a negative impact, suggesting that older teachers manage tasks better, whereas married teachers face role strain. Overall, the study underscores teachers’ resilience and dedication despite added duties and recommends stronger support systems to ease the balance between ancillary work and personal responsibilities.