Removal of Ancillary Services of Teacher's Teaching Performance and Learner's Reading Level

This study was conducted to investigate the removal of ancillary services to teacher's teaching performance and learner's reading level. It used a researcher-made survey-questionnaire. The respondents were the teachers in Kibawe East District, Division of Bukidnon, SY 2024-2025. The data were analyzed by using the descriptive statistics such as frequency count, percentage, mean, standard deviation, and Pearson's product-moment correlation coefficient. The following findings were revealed in this study: Majority of the respondents belong to the 28–37 years old category, female, Teacher 1, and have a full teaching load of six subjects. The respondents were generally agreeable that removal of ancillary services to their teaching performance in terms of Teaching Performance, Workload, Job Satisfaction, and Learning outcomes were Very Highly Advantageous. The reading levels of learners in Kibawe East District, Division of Bukidnon, for SY 2024-2025 fall under the Instructional level, suggesting that they can read with some guidance and Independent, demonstrating proficiency in reading without assistance. There was no significant relationship between the Removal of Ancillary Services to Teacher's Teaching Performance except for Workload which presents a significant negative relationship, suggesting that an increased workload due to the removal of ancillary services does not affects learners' reading levels. Based on the findings and conclusions, the following recommendations are hereby offered: Teachers may pursue focused professional development, give top priority to efficient time management techniques to help to prevent burnout. They may advocate for the ongoing reduction of non-instructional responsibilities, allowing them to concentrate on their primary teaching roles. Teachers may adopt differentiated reading instruction and targeted interventions for struggling readers. School heads may adopt workload management strategies to eliminate ancillary tasks, ensuring that modifications do not excessively burden teachers.