EFFECTS OF WORKLOAD ON THE WELL-BEING OF TEACHERS IN SAN FRANCISCO DISTRICT 1, DIVISION OF QUEZON

This study investigated the effects of workload on the well-being of teachers in San Francisco District 1, Division of Quezon. The main objective of this quantitative study was to examine various components of teachers’ workload, including teaching hours, number of classes, and preparations, alongside ancillary tasks such as curriculum planning, instructional delivery, assessment of learners’ progress, and homeroom guidance. The well-being of teachers was assessed in terms of physical, occupational, and social well-being. Data was gathered through the administration of researcher-made questionnaire to 175 teacher respondents from elementary and secondary schools. It was analyzed through the lens of (JD-R) Model, Social Cognitive Theory, and the Transactional Model of Stress and Coping. The findings revealed that teachers predominantly experienced manageable workloads, particularly concerning instructional delivery and classroom management. However, the limited time allocated for ancillary responsibilities—such as action research and parent engagement—highlighted areas for improvement. Results indicated that high workloads contributed to moderate physical health issues, including stress, poor eating habits, sleep disturbances, and a lack of work-life balance. Social well-being was further compromised, as teachers reported feelings of isolation and diminished job satisfaction. While not all teaching and ancillary workloads significantly impacted on teacher well-being, certain aspects—particularly teaching hours and specific ancillary tasks—demonstrated notable effects. Thus, the hypothesis was rejected. To mitigate these challenges, it was crucial to implement targeted interventions aimed at balancing workloads and improving teachers' overall well-being. Recommended strategies included revising workload expectations, enhancing collaborative practices, and providing professional development opportunities.