Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 49 no. 9 (2025)

A Phenomenological Inquiry on the Experiences of Teachers with Multiple Ancillary Functions

Daniel Somosot Jr | Christian Dave Bumagat | Fritzie Joy Juen

Discipline: Education

 

Abstract:

This study examined the lived experiences of teachers performing multiple ancillary functions in selected public and private secondary schools within the Division of Davao del Norte and the M'lang Central District. Using a qualitative phenomenological design, the study involved seventeen (17) teachers who have been managing supplementary roles such as Grade Level Coordinator, Club Moderator, School Statistician, Clinic In-Charge, and Canteen Manager for one to four years. Data were gathered through semi-structured interviews and focus group discussions and analyzed using thematic analysis. Findings revealed that teachers face significant challenges in balancing their teaching responsibilities with ancillary duties, including time constraints, administrative pressure, heavy workloads, and limited institutional support. Despite these difficulties, teachers recognized the value of collaboration, professional development, and constructive feedback in managing their multiple responsibilities. Ancillary functions were also perceived as opportunities for personal and professional growth, though often at the expense of family time and instructional focus. The study recommends equitable workload distribution, capacity-building programs, and the hiring of nonteaching personnel to improve teacher well-being and effectiveness.



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