Abstract
This study aimed to assess the perceived effects of Department of Education (DepEd) Order No. 2, s. 2024, among public school staff in the 3rd Congressional Districts of Quezon Province. This policy was introduced to streamline administrative processes and improve the welfare of teaching and non-teaching personnel. Employing a descriptive research design, the study gathered quantitative and qualitative data through structured questionnaires and semi-structured interviews, focusing on workload, job satisfaction, compensation, professional development, workplace environment, and implementation challenges. Findings revealed that while many personnel acknowledged improvements in professional development opportunities and financial benefits, they also experienced increased workloads, administrative burdens, and psychosocial stress. Significant relationships were observed between respondents’ age, years of service, and educational attainment, and their perceptions of the policy’s impact. Common challenges included inefficient administrative procedures, delayed reimbursements, lack of training, and unclear policy guidelines. Despite general job satisfaction, concerns regarding work-life balance and mental health were evident. The study concludes that while DepEd Order No. 2, s. 2024, has yielded positive outcomes, its implementation requires targeted improvements. Recommendations include streamlining processes, enhancing communication, aligning compensation with workload, and expanding support systems. These insights aim to guide future policy enhancements and ensure a more equitable and supportive work environment for all educational personnel.
