The Implications of Immediate Removal of Administrative Tasks of Public School Teachers. Basis for Transition Framework

Doctoral Thesis / Dissertation from the year 2024 in the subject Pedagogy - The Teacher, Educational Leadership, grade: Post Graduate, , course: Doctor of Philosophy in Education, language: English, abstract: In the evolving landscape of education, teachers often face numerous administrative tasks that hinder effective teaching. In the Philippines, DepEd Order No. 2, Series of 2024, aims to remove these burdens from public school educators. This study explores the impact of this policy on teacher empowerment, instructional quality, workload, school readiness, educational quality, and well-being.

Findings indicate a strong consensus among educators that reducing administrative tasks significantly improves teaching quality, preparation, and student engagement. This shift also boosts professional satisfaction, morale, motivation, and a sense of efficacy. The policy allows teachers more time to focus on pedagogy and collaboration, enhancing overall educational quality.

The directive also empowers teachers by increasing their control, autonomy, and instructional effectiveness. This empowerment leads to innovation, adaptability, and improved instructional skills, benefiting the entire educational ecosystem. A renewed sense of professional autonomy supports student-centric practices and holistic development.

In conclusion, addressing teacher satisfaction is crucial for effective educational reform. By improving teaching quality, streamlining administrative tasks, and fostering innovation, stakeholders can create a transformative and sustainable educational environment.