Effects of the Initial Implementation of DepEd Order No. 5, S 2024 (Rationalization of Teachers’ Workload in Public Schools and Payment of Teaching Overload) to School Heads and Teachers’ Performance

This study examined the effects of the initial implementation of DepEd Order No. 5, s. 2024 on the performance of school heads and teachers in the Sampaloc District, Division of Quezon. The policy, which focuses on the rationalization of teachers’ workload and the payment of teaching overload, aims to streamline teaching responsibilities, allocate time for ancillary tasks, and provide fair compensation for excess teaching hours. Grounded in resilience theory, complexity theory, Herzberg’s motivator-hygiene theory, and congruity theory, the study explored how the policy influences job satisfaction, adaptability, and overall work performance among educational leaders and teachers. Using a descriptive research design, data were collected from school heads. They selected teachers across eleven public schools through survey questionnaires and performance records, including the Office Performance Commitment Review Form (OPCRF) and the Individual Performance Commitment and Review Form (IPCRF). The study assessed the level of initial implementation in terms of streamlining teaching workload and administration of compensation and benefits, as well as the performance of school heads in instructional leadership, learning environment, human resource management and development, parents’ involvement and community partnership, and school leadership and operations. Teachers’ performance was evaluated across seven professional domains. Findings provided baseline data on the policy’s implementation and identified challenges encountered during its early phase. Results served as the basis for proposing an intervention plan aimed at enhancing effective implementation and improving the performance, resilience, and job satisfaction of both school heads and teachers.