Teachers’ Workload Rationalization Policy: Implementation, Challenges and Well-Being
DOI:
https://doi.org/10.65339/ijsis.V1.I4.259Keywords:
Fair Task Assignment, Implementation Challenges, Policy Objective Attainment, Public Elementary Schools, Sustainable Development Goals, Teachers’ Well-Being, Teachers’ Workload Rationalization Policy, Workload ManagementAbstract
This study examined the implementation of the Teachers’ Workload Rationalization Policy, attainment of its objectives, fair task assignment, implementation challenges, and teachers’ well-being in selected public elementary schools in the Division of Bohol, Philippines, during School Year 2026–2027. Anchored in Maslow’s Hierarchy of Needs Theory, Herzberg’s Two-Factor Theory, and Lipsky’s Street-Level Bureaucracy Theory, the study employed a descriptive-inferential quantitative design involving 1,696 respondents comprising 212 school heads and 1,484 teachers selected through stratified random sampling. Data were gathered using a validated, pilot-tested structured questionnaire (Cronbach’s α = 0.91) and analyzed using weighted means and multiple regression. Findings revealed that policy implementation was moderate (AWM = 3.30), policy objectives were mostly attained (AWM = 3.33), fair task assignment was moderately applied (AWM = 3.41), and implementation challenges were moderate (AWM = 3.20). Teachers reported high well-being (AWM = 3.33). Teaching-hour compliance was the strongest implementation domain, whereas overload compensation was the weakest. Administrative demands, staffing limitations, and ancillary responsibilities remained implementation concerns. Regression analysis involving 1,435 respondents indicated that policy implementation (B = 0.149), objective attainment (B = 0.241), and fair task assignment (B = 0.232) significantly and positively predicted teachers’ well-being (all p < .001), collectively explaining 24.3% of its variance (R² = 0.243). The findings support strengthening policy monitoring, overload compensation, administrative support, and equitable workload distribution. The study aligns with SDG 3 (Good Health and Well-Being), SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 16 (Peace, Justice, and Strong Institutions). Its findings may contribute to educational, occupational, and institutional sustainability by informing equitable employment practices, teacher welfare, instructional quality, and accountable school governance.
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