Title: Teachers' Workload And Work Engagement On Teaching Performance
Authors: Mariz Viado Cruz , Mary Rose Villarama De Sotto
Volume: 10
Issue: 5
Pages: 5-19
Publication Date: 2026/05/28
Abstract:
This study investigated the relationship between workload and work engagement and the teaching performance of teachers in public secondary schools in San Ildefonso, Schools Division of Bulacan, during the school year 2025-2026. Using an explanatory sequential research design, quantitative data were collected from 187 teachers and 21 school heads, followed by qualitative interviews with nine teachers to provide a deeper understanding of the results. Findings revealed that teachers "always" exerted extra time and effort in their academic workload, while their non-academic workload was described as "often". In terms of work engagement, teachers were "always" engaged regarding vigor and dedication, and "sometimes" engaged regarding absorption. The overall teaching performance, as measured by Individual Performance Commitment and Review Form (IPCRF) ratings, was found to be "outstanding" with a mean score of 4.508. Statistical analysis indicated no significant difference between the assessments of school heads and teachers concerning workload and engagement, but a highly significant relationship was established between these variables and teaching performance (p = 0.000). The study concluded that teachers' workload and work engagement are positively and significantly correlated to their teaching performance, suggesting that high engagement allows teachers to effectively manage heavy workloads. Based on these results, a program of activities focusing on time management and the utilization of modern technology was proposed to help teachers manage their tasks more effectively.