VOICES OF TEACHERS IN BALANCING THEIR WORKLOAD DISTRIBUTION IN INTEGRATED SCHOOL

Education

This study explored the lived experiences of teachers in managing workload balancing within selected integrated schools in the Maragusan district. Rooted in the growing complexities of educational settings, particularly in schools where teachers are expected to juggle instructional, administrative, and co-curricular roles, this research aimed to understand how these overlapping responsibilities affect their professional effectiveness and well-being. Employing a qualitative phenomenological design, the study gathered in-depth insights from twelve teacher participants through semi-structured interviews. Data were analyzed using thematic analysis, which revealed several core themes: overlapping roles, emotional and physical exhaustion, lack of clear workload policies, adaptive coping strategies, and the critical importance of institutional and peer support. The findings indicated that workload imbalance is a systemic issue exacerbated by unclear guidelines, resource limitations, and inconsistent leadership support. Teachers relied heavily on time management, peer collaboration, and personal discipline to navigate their responsibilities, yet these strategies were often insufficient in the absence of structural reforms. The study underscores the need for context-specific workload policies, enhanced administrative support, and the integration of teacher voices in school planning. It highlights that sustaining teaching quality in integrated schools requires both systemic responsiveness and a culture of shared accountability. These insights can inform policy development, leadership training, and support programs that promote equitable workload distribution and teacher well-being.

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