Hidden Realities of Teachers with Multiple Ancillary Functions: Elementary Teachers in Focus
Maria Niezl Jalop, Josephine Baguio
Received: 05 January 2026; Revised: 20 February 2026; Accepted: 23 February 2026; Published: 28 February 2026
DOI: https://doi.org/10.66074/A1B2C3D4E
Abstract
This phenomenological study examined the lived experiences of elementary school teachers who performed multiple ancillary functions in addition to their teaching responsibilities in Tibungco District, Division of Davao City. Ten public elementary school teachers participated in in-depth interviews, and the narratives were analyzed using thematic analysis. The findings identified three major challenge themes: workload overload, time constraints, and emotional strain. Teachers described how non-teaching assignments, documentation tasks, and multiple school coordinatorships consumed instructional time, extended work into personal hours, and contributed to emotional exhaustion. Three coping themes also emerged: task prioritization, peer support, and mindset adaptation. Participants managed their workload through scheduling and urgency-based task sequencing, collaborative support from co-teachers, and positive reframing of ancillary duties as part of professional growth and service. The study further revealed three key insight themes: support systems, role clarification, and professional development, highlighting teachers’ calls for non-teaching personnel, clearer task boundaries, and targeted capacity-building. These findings provide evidence for school leaders and policymakers seeking to reduce administrative overload, strengthen teacher well-being, and protect instructional quality in public elementary schools.
Keywords: ancillary functions, elementary teachers, phenomenology, teacher workload, Tibungco District
Volume 2, Issue 2, June 2026