Tasks Beyond Instruction: A Case Study on Teachers’ Ancillary Functions
DOI:
https://doi.org/10.31949/ijeir.v2i2.5740Abstract
Teachers play multi-faceted roles. In addition to teaching, they also perform duties not directly related to teaching but are part of school’s operations. As one of the rural schools in the Division of Ozamiz City, Sangay Integrated School teaching personnel are tasked to take multiple ancillary functions. This study explored the experiences of teachers having ancillary functions in Sangay IS for the School Year 2022-2023. It employed a case study research design where twelve (12) Sangay Integrated School served as the participants of this study. It utilized a semi-structured interview, and the data gathered were analyzed using Braun and Clarke’s thematic analysis. It generated five (5) themes, which answered the five (5) research problems. Based on the findings, teachers regard ancillary functions as additional tasks. These functions help teachers in their personal and professional development; however, time for instruction and family is sacrificed. To overcome this challenge, they employed workload management. They realized they needed assistance from more knowledgeable individuals to function effectively and efficiently, which can be done through mentoring, seminars, and training. It is recommended that school leaders may evenly distribute ancillary loads. Teachers may also create a checklist to balance their time well on what things are needed to do. An orientation for newly-appointed coordinators may also be done for their awareness of their responsibilities. The Department of Education may also employ a thorough and accurate time-use study that can clearly show which tasks should be assigned to teachers and which should be removed from their responsibility.
Keywords:
Ancillary functions, Teachers, DepEd, Case StudyDownloads
References
Alquizar, J. (2018). Multitasking of Teachers in the Contemporary Settings: Boon or Bane?. Available at SSRN 3283601.
Balmeo, B. J. S. (2021). Stressors in The Workplace: A Baseline Study for Continuous Improvement of School-Based Management Policies In Schools Division of Zambales. International Journal Of Advanced Multidisciplinary Studies, 1(3), 153-162
Braun, V., & Clarke, V. (2012). Thematic analysis. American Psychological Association.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage publications.
David, C. C., Albert, J. R. G., & Vizmanos, J. F. V. (2019). Pressures on public school teachers and implications on quality. Policy Notes, 2019 (1), 1-6.
Fecske, C. J. (2021). Large Class Virtual Poster Session. Journal of Teaching and Learning with Technology, 10(1). 390-392. https://doi.org/10.14434
Into, C. A. D., & Gempes, G. P. (2018). Untold stories of teachers with multiple ancillary functions: A phenomenology of fortitude. Journal of Advances in Humanities and Social Sciences, 4(1), 13-25.
Ghamrawi, N. & Jammal, K. (2013). Teacher turnover: impact of school leadership and other factors. International Journal of Educational Research and Technology, 4(1) 68-78.
Gatens, B. (2016). Four sacrifices the best teachers make—Because they want to. Retrieved from education. cu-portland. edu: https://education. cu-portland. edu/blog/curriculum-teaching-strategies/sacrifices-best-teachers-make/retrived on July, 5, 2019.
Hendawi, M. (2020). Work Stress related problems in teachers of social studies in government schools in Qatar. International Journal of Education and Practice, 8(3), 468-484. https://doi.org/10.18488/ journal.61.2020.83.468.484
Howard, S., & Johnson, B. (2004). Resilient teachers: Resisting stress and burnout. Social Psychology of education, 7(4), 399-420. Retrieved from https://bit.ly/30uLkg9
Langan-Fox, J., & Cooper, C. L. (Eds.). (2011). Handbook of stress in the Occupations. Edward Elgar Publishing. https://bit.ly/2XPJpC5
Leyco, C. (2019). Think tank urges DepEd to review teachers’ workload in public schools. Manila Bulletin.
Merriam, S. (2009). Qualitative research: A guide to design and implementation (revised and expanded from qualitative research and case study application in education). San Francisco, CA: Jossey-Bass.
Mohamad, H., & Parcon, M. (2022). Unfolding Stories of English Teachers with Multiple Ancillary Functions in Maguindanao-1 Division: A Phenomenological Study. Psychology and Education: A Multidisciplinary Journal, 2(6), 496-501.
Ndioho, O., & Chukwu, J. (2017). Biology teachers’ workload and academic performance of secondary school students in Abia State. IOSR Journal of Research & Method in Education, 7(1),91-94. https://doi.org/10.9790/7388-0701019194
Parham, J. N., & Gordon, S. P. (2011). Moonlighting: A harsh reality for many teachers. Phi Delta Kappan, 92(5), 47-51. Retrieved from https://bit.ly/2Leku8i
Peters, J., & Pearce, J. (2012). Relationships and early career teacher resilience: A role for school principals. Teachers and teaching, 18(2), 249-262. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/13540602.2012.632266
Rosenblatt, Z. (2004). Skill flexibility and school change: A multi-national study. Journal of Educational Change, 5(1), 1-30. doi:https://doi.org/10.1023/b:jedu.0000022841.54071.36
Salise, S. D., Sales, E. L., & Belgira, K. A. (2021). Classroom Performance and Ancillary Functions Among Secondary School Teachers in the Third District of Bohol. University of Bohol Multidisciplinary Research Journal, 9(1), 57-85.
Sangalang, L. (2018). Mentoring Skills and Technical Assistance of Master Teachers in Pangasinan. PSU Multidisciplinary Research Journal, 1(1).
Talastas, Maica. (2021). Academic Workloads: Inputs To Instructional Leaders’ Productivity And Job Satisfaction. EPRA International Journal of Research & Development (IJRD), 6(7), 212-237. 10.36713/epra7446.
Tavakoli, H. M., Tavakoli, A. M., & Pouresmaeil, L. (2013). A study of the relationship between time management and job satisfaction. International Journals Of Research in Organizational Behaviour and Human Resource Management, 1(3), 66-74.
Tolibas, M. C., & Lydia, M. M. (2022). Beyond the Instructional Functions of Teachers: A Phenomenological Study. American Journal of Multidisciplinary Research and Innovation, 1(5), 33-43.
Tulo, A. A., & Gempes, G. P. (2016). The mediating effect of training perspective on the relationship between competency potential and career progression of technical vocational trainers. International Journal of Management Excellence, 7(1), 751-761. doi:https://doi.org/10.17722/ijme.v7i1.256
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Jophil Q. Arañas
![Creative Commons License](http://i.creativecommons.org/l/by-sa/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.