Administrative Impact of Ancillary Activities on Teacher Effectiveness And Engagement: A Quantitative Inquiry on Junior High School Teachers of Integrated Schools in the Division of San Carlos City

This study concentrated its investigation on the administrative impact of ancillary activities on teacher effectiveness and engagement among junior high school teachers in the integrated schools of the Division of San Carlos City. Despite recent policies aimed at removing administrative tasks from teachers, some schools, especially those recently established, and those in geographically isolated areas continue to delegate these duties to teaching personnel due to a lack of non-teaching staff. The research employed a descriptive-correlational quantitative design using a total population (census) approach. The data were gathered via 50-item researcher-designed questionnaire which included three broad aspects: the extent of ancillary activities, the level of teacher effectiveness, and the level of teacher engagement. Statistical analysis was used to determine the relationship between these variables. Key findings revealed a significant relationship between the extent of ancillary tasks performed and the level of engagement, generating a Pearson Product-Momentum Correlation of 0.960, indicating a very high extent. Although some teachers viewed these ancillary responsibilities as opportunities for professional and skill development, excessive obligations were associated to overwhelming responsibilities and time management strain, which may lead to teacher burnout. Study concludes that while ancillary tasks are essential for school operations, excessive distribution significantly impacts the professional lives of the teachers. Based on the results gathered, the study proposed an action plan that would help school administrators and policymakers lessen the burden on ancillary workloads, enabling teachers to maintain instructional quality and professional well-being.