From Stress to Success: Exploring Teacher-Advisers’ Workload Challenges Every End of the School Year

Charissa P. Lague
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Charissa P. Lague: Central Mindanao University Graduate School University Town, Musuan, Maramag, Bukidnon

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 5, 2735-2746

Abstract: Here in the Philippines, teachers have varied tasks, including lesson planning, assessing student learning, classroom management and even collaborating with the parents and colleagues, all while fostering a positive and engaging environment. Teaching, which is often regarded as a noble profession, is not without sacrifices and time is among these sacrifices. Global data supports that teachers tend to work beyond the official working hours, more than any other professionals in the world (Ancho, I. V., & Bongco, R. T. , 2019). Similarly, group of teachers in the Philippines claim that the teachers workload is compromising the professionals’ wellbeing. The chronically overworked state of public-school teachers in the Philippines is well-known (Esguerra 2018). These workload pressures can lead to emotional exhaustion, reduced teaching effectiveness, and diminished job satisfaction. This study explores the teacher-advisers idea about their workload, the challenges they encountered every EOSY, how they cope with these challenges and what are their recommendations to other teachers to minimize these challenges. Public school teachers in the Philippines are facing an especially difficult time as the school year comes to an end, with their responsibilities becoming increasingly heavy. Some of the End-of-School Year tasks of the teachers are Grading and Assessment, updating students records and reports ensuring all necessary documentation is complete and the other administrative tasks.

Date: 2025
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