Abstract
Teachers, as the cornerstone of the educational system, are tasked with nurturing the next generation into productive and responsible citizens. This study examines the extent of teacher workload and its relationship to teaching performance among 112 public elementary school teachers in the East District of Tacurong City Division. Utilizing a quantitative approach, specifically descriptive and correlation methods, and the research investigates both teaching-related and ancillary responsibilities. Findings reveal that teachers experience a heavy workload, particularly in teaching-related tasks and administrative duties. The overall workload, combining both categories, is also classified as heavy. Despite these demands, teaching performance is rated as moderate. A moderate negative correlation was found between workload and teaching performance, which includes non-teaching related-works, indicating that as workload increases, performance tends to decrease. The study concludes that the high demands placed on teachers beyond classroom instruction detract from their ability to perform optimally. Recommendations include streamlining non-teaching tasks, hiring additional support staff, leveraging digital tools to reduce administrative burdens, and reviewing workload policies to ensure teachers can focus on their primary instructional roles. Further research is suggested to explore the impact of various forms of administrative support on teacher workload and performance.
