Voices of Teachers with Administrative Functions

This qualitative phenomenological study, “Voices of Teachers with Administrative Functions,” explored the lived experiences of public elementary school teachers who simultaneously perform teaching and administrative duties in the Third District of Bohol. The study sought to describe the assigned administrative functions of teachers, their perceptions toward such designations, the impact on both teachers and pupils, their coping mechanisms, and their recommendations for improving policies and practices. Twelve (12) public elementary teachers were purposively selected as participants. Data were analyzed using Braun and Clarke’s (2006) reflexive thematic analysis to identify patterns of meaning grounded in participants’ lived experiences. Findings revealed that teachers handle multiple coordinatorships such as the School-Based Feeding Program (SBFP), ICT, Reading, EGRA, DRRM, and Brigada Eskwela, in addition to their teaching roles. Teachers viewed administrative tasks as part of their professional responsibility; however, issues of fairness, unequal workload distribution, and lack of training and support emerged as significant challenges. The dual role increased workload and caused instructional strain but also fostered growth in leadership, time management, and organizational competence. Administrative duties sometimes reduced classroom focus, yet contributed to student welfare through literacy, feeding, and wellness programs. Teachers employed coping strategies such as effective time management, teamwork, faith, and resilience while drawing motivation from peer collaboration and leadership support. Despite this, the absence of structured administrative support systems continued to burden teachers. The study concludes that while teachers exhibit professional resilience and commitment, systemic inequities and workload imbalance persist. It recommends the strict implementation of DepEd Order No. 002, s. 2024, institutionalization of administrative support systems, capacity-building, workload rationalization, and wellness initiatives to promote teacher well-being and instructional quality.