Wearing of Multiple Hats: Navigating the Teachers' Experiences in Handling Administrative Tasks

The purpose of this study was to investigate the lived experiences of public elementary school teachers in managing administrative tasks alongside their core responsibility of delivering classroom instruction. Specifically, it explored how administrative roles influence teachers’ instructional practices, overall well-being, coping mechanisms, and professional development. Using a qualitative phenomenological approach, the study employed in-depth interviews to capture teachers’ challenges, strategies, insights, and the techniques they use to balance dual responsibilities. The results revealed that administrative tasks are often demanding and time-consuming, creating tension between instructional duties and non-teaching requirements. These competing responsibilities could reduce teachers’ preparation time, affect instructional delivery, and influence student engagement. Despite these challenges, teachers also identified meaningful benefits. Administrative work contributed to their professional growth by strengthening patience, organization, responsibility, managerial competence, creativity, strategic planning, and time management. Teachers emphasized the importance of flexibility, prioritization, collaboration, boundary-setting, self-discipline, and maintaining personal well-being as key coping mechanisms for managing workload pressures. A positive mindset and supportive relationships with colleagues also helped prevent burnout and sustain professional effectiveness. The study underscored the vital role of institutional support in enabling teachers to balance instructional and administrative tasks. Clearer procedures, digital tools, administrative assistance, mentoring, and equitable workload distribution were identified as essential forms of support. When effectively managed and supported, administrative tasks could enhance teachers’ organizational skills, resilience, and instructional quality. These experiences highlighted the need for strategic practices and systemic reforms within the Department of Education and school leadership. Strengthening institutional support structures could help educators manage administrative duties more sustainably while preserving high-quality instruction, well-being, and long-term professional satisfaction.