Effectiveness of Deloading Teachers from Ancillary Services and Their Performance

This study examined the effectiveness of deloading public elementary school teachers from ancillary services and its relationship to their teaching performance in the South District of Valencia City Division for the School Year 2024–2025. It specifically assessed the impact of deloading on time management, instructional focus, and work-life balance. Moreover, it analyzed the teachers’ performance using the Individual Performance Commitment and Review Form (IPCRF) and explored whether a significant relationship exists between deloading effectiveness and teaching performance. A descriptive-correlational research design was employed, involving 108 public elementary school teachers who had experienced deloading from various non-instructional duties. Data were gathered using a researcher-made, expert-validated survey questionnaire to assess perceptions of deloading effectiveness, and IPCRF ratings were obtained to measure teaching performance. The results were analyzed using weighted mean and Pearson Product-Moment Correlation. Findings revealed that deloading teachers from ancillary responsibilities was perceived as “Effective,” particularly in enhancing instructional preparation, classroom delivery, and reducing job-related stress. The majority of respondents were rated “Very Satisfactory” in their performance, indicating improved professional focus and productivity. Statistical analysis showed a significant positive correlation between deloading practices and teaching performance. The study concludes that reducing ancillary tasks contributes positively to teachers’ instructional effectiveness. It recommends implementing school-level policies that regulate non-teaching workloads, provide support mechanisms, and prioritize teachers’ primary instructional functions to improve educational outcomes further.