International Journal on Science and Technology

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Workload Challenges and Multitasking Skills among Teachers in Don Carlos, Bukidnon

Author(s) Ivy A. Fredeluces, Nora C. Narido, PhD
Country Philippines
Abstract This study explores workload challenges and multitasking skills among public elementary school teachers in Don Carlos, Bukidnon, during the 2024–2025 school year. Teachers often juggle instructional, administrative, and ancillary duties that require strong multitasking abilities. The research aimed to assess teachers’ workload challenges, multitasking skills, and their profiles. The respondents included 270 public elementary school teachers. A descriptive correlational design was used, employing a modified questionnaire to gather data analyzed with frequency, mean, standard deviation, Pearson correlation, and one-way ANOVA.
Results showed most teachers were experienced females aged 40 to 49, primarily holding the Teacher I position with 20 to 29 years of service. Teachers faced a high level of workload challenges, particularly due to managing multiple ancillary tasks alongside teaching responsibilities. Despite these demands, respondents demonstrated high multitasking skills, especially in time management, although adaptability was a noted difficulty for some. A significant correlation was found between workload challenges and multitasking skills, with differences influenced by age, position, experience, and education level.
The study concludes that excessive workload negatively impacts teachers’ multitasking abilities, potentially reducing efficiency and affecting their well-being. It recommends professional development to enhance adaptability and policy reforms to lessen administrative burdens.
Keywords Workload Challenges, Multitasking Skills
Field Sociology > Education
Published In Volume 16, Issue 2, April-June 2025
Published On 2025-05-21
DOI https://doi.org/10.71097/IJSAT.v16.i2.5350
Short DOI https://doi.org/g9mq8t
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