The Influence of Additional Responsibilities on Instructional Time and Teaching Competence among Public Basic Education Teachers

This study examined the influence of additional responsibilities on instructional time management and teaching competence among public basic education teachers using a quantitative, descriptive-correlational research design with multiple regression analysis. A total of 289 public basic education teachers participated in the study using a structured and validated questionnaire. Descriptive statistics and multiple regression analysis were employed to analyze the data. The findings revealed that the respondents were predominantly female, married, Teacher I, bachelor's degree holders, with six to ten years of teaching experience, and primarily assigned to the elementary level. Teachers reported a great extent of additional responsibilities (M = 3.83, SD = 0.44), a high level of instructional time management (M = 3.98, SD = 0.17), and a high level of teaching competence (M = 4.04, SD = 0.13). Regression analysis showed that additional responsibilities did not significantly predict instructional time management (R² = 0.013, F = 0.767, p = .574). Similarly, the overall regression model for teaching competence was not statistically significant (R² = 0.032, F = 1.893, p = .096). Despite the non-significant overall model, co-curricular and extracurricular responsibilities emerged as a significant negative individual predictor of teaching competence (B = -0.062, p = .005), indicating that greater involvement in these responsibilities was associated with lower teaching competence scores when the other predictors were held constant. The study concludes that public basic education teachers generally maintain high levels of instructional time management and teaching competence despite assuming multiple additional responsibilities. However, the significant negative effect of co-curricular and extracurricular responsibilities, notwithstanding the non-significant overall teaching competence model, suggests that particular types of additional assignments may impose greater instructional demands than others. These findings highlight the need for school administrators to ensure balanced workload distribution and provide appropriate support mechanisms to sustain teaching competence and instructional quality.