Abstract
Most teachers in Pangantucan South District were aged between 31 and 40, followed by those aged 20 to 30, indicating a predominantly young to mid-career workforce. The majority were female, reflecting common gender trends in education. In terms of experience, many had around nine to eleven years of teaching, showing a well-established teaching force. Most teachers hold a bachelor's degree in Elementary Education, emphasizing primary-level instruction. Regarding specialization, the majority focused on Primary Education, with Mathematics, English, and Filipino having the highest representation among subject-specific areas. This suggested a strong emphasis on foundational education in the district. The study found that teachers in Pangantucan South District strongly agreed on the need to unload ancillary tasks to enhance their focus on teaching. Administrative tasks and committee work were seen as burdensome, with teachers emphasizing that reducing these duties would improve instructional focus. Similarly, professional development was hindered by workload, though teachers believed that offloading tasks would allow greater participation. For mentoring, teachers acknowledged the workload but felt somewhat supported by their administration. Professional service was viewed as time-consuming, though teachers agreed it held value. Overall, teachers demonstrated high commitment to teaching, with the strongest agreement on enthusiasm for their profession.
The study found a significant negative relationship between age and years of teaching experience with teacher commitment, suggesting that as teachers grew older and gained more experience, their commitment to teaching may have slightly declined. Factors such as burnout or changing priorities could have contributed to this trend. On the other hand, gender showed no significant relationship with teacher commitment, indicating that gender did not influence dedication to teaching and learning. The study also revealed a significant positive relationship between ancillary task unloading and teacher commitment. Reducing administrative tasks, committee work, professional development, and mentoring enhanced commitment. However, professional service showed no significant impact.
