Ancillary service functions and their correlation to teaching efficiency among public elementary school teachers in Santa Maria District, Isabela

The expanding roles of teachers in basic education have increased expectations for their participation in both instructional and non-instructional responsibilities within schools. However, limited empirical evidence exists on how ancillary service functions relate to teaching efficiency in local public-school contexts. This study examined the extent of ancillary service functions and their correlation with teaching efficiency among public elementary school teachers in Santa Maria District, Isabela, during the School Year 2025-2026. Using a descriptive-predictive quantitative design, data were collected from 115 teachers through a validated survey questionnaire and analyzed using descriptive and inferential statistics. Findings revealed that teachers were highly engaged in ancillary duties, particularly in administrative, support, and management activities, while maintaining high teaching efficiency across dimensions such as pedagogy, classroom management, assessment, and motivation. A very strong positive correlation was found between ancillary services and teaching efficiency (r = 0.876, p = 0.003), indicating that participation in non-instructional roles may enhance professional competence and instructional performance. Significant differences were also observed when the teachers were grouped according to demographic characteristics. The study highlights the importance of balanced workload distribution, targeted professional development, and supportive school policies to sustain teacher effectiveness and well-being.