Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 18 no. 4 (2024)

Teachers’ Coordinatorship Workload and Its Impact on Teachers Effectiveness: Basis for Policy Development

Jemarie Merdegia | Joseph Flores | Sabrina Irenea | Marianne Hiazel Labini | Ayra Sintos | Mary Ann Jimenez | Elena Oling

Discipline: Teacher Training

 

Abstract:

This study explores the intricate relationship between teachers’ coordinatorship workload and years of teaching experience, aiming to discern its impact on their overall effectiveness in educational institutions. By focusing on the role of coordinators within this demographic landscape, the research seeks to unveil potential correlations between workload, professional development, and the efficacy of educational delivery. Coupled with exploring teachers’ years of experience, the study addresses the nuanced interplay between experience and the demands of coordinatorship roles. Teachers' demographic and professional features are depicted, showcasing a varied and predominantly youthful teaching cohort, primarily aged between 26 and 30, with the majority holding the position of Teacher I. The allocation of coordination duties displays diversity, with a significant number overseeing five or more responsibilities. Furthermore, effective organizational strategies are apparent in the proficient handling of teaching duties, particularly in Subject Coordination and administrative functions. Teachers' viewpoints indicate a strong dedication and potential for enhancement in autonomy support. The emerging themes from teachers' recommendations emphasize continuous Professional Development and Training, Recognition and Appreciation, Balanced Workload Distribution, Regular Feedback Mechanisms, and Wellness and Support Services. These themes collectively underscore the multifaceted nature of teacher support, encompassing career development, recognition, workload management, feedback mechanisms, and well-being initiatives. The conclusion emphasizes the need for policymakers to consider these findings and recommendations in creating a comprehensive support system for educators. Proposed actions include implementing mentorship programs, structured career progression plans, and regular workload assessments. Training programs, recognition initiatives, and feedback mechanisms are recommended to enhance teacher effectiveness, while wellness programs can contribute to overall well-being. By combining these efforts, a positive and thriving educational environment can be fostered, addressing the diverse needs of teachers and promoting their effectiveness and wellbeing.



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