Teachers’ Workload and Job Performance Among Private School Teachers in the Schools Division of Zamboanga City
DOI:
https://doi.org/10.5281/zenodo.21457427Keywords:
Auxiliary Responsibilities, Instructional Delivery, Job Performance, Professional Responsibilities, Teaching ResponsibilitiesAbstract
This study investigated the relationship between teachers' workload and job performance among private school teachers in the Schools Division of Zamboanga City for the School Year 2025–2026. While teacher workload and job performance have been widely studied internationally and among public school teachers in the Philippines, limited empirical attention has been given to private school teachers in Zamboanga City, which justified the conduct of this study. It specifically determined the extent of teachers' workload in terms of teaching and auxiliary responsibilities; assessed the level of teachers' job performance in terms of instructional delivery and professional responsibilities; and examined the significant relationship between the two variables. Utilizing a descriptive-correlational research design, data were gathered from 30 private school teachers selected through purposive sampling from different private schools within the Schools Division of Zamboanga City through a researcher-made questionnaire. Results revealed that teachers experienced a high extent of workload in both teaching and auxiliary responsibilities, with auxiliary responsibilities being slightly more demanding. Teachers' job performance was likewise at a high level in both instructional delivery and professional responsibilities, although participation in professional development activities was identified as the weakest performance indicator. Correlation analysis revealed a moderate positive relationship between teachers' workload and job performance (r = 0.629, p < .001). In sum, private school teachers in Zamboanga City carry a high workload yet sustain a high level of job performance, reflecting their professional resilience and commitment despite competing demands on their time. The study highlights the need for school administrators to rationalize workload distribution and for DepEd to revisit policies governing auxiliary responsibilities to ensure that teachers are adequately supported in sustaining high job performance. Future studies should explore additional mediating variables such as teacher motivation, burnout, and job satisfaction to provide a more comprehensive understanding of factors influencing teacher performance.
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