2026 IJRSE – Volume 15 Issue 1
Available Online: 10 January 2026
Author/s:
Cachero, Melchora E.
Gomburza Elementary School, Philippines (melchora.cachero@deped.gov.ph)
Enrique, Willam DC.
City of Malabon University, Philippines (willam.enrique@cityofmalabonuniversity.edu.ph)
Espinosa, Ken Paul M.*
Baliuag University, Philippines (kenpaulespinosa@baliuagu.edu.ph)
Abstract:
The study aimed to assess the workload and support system of the teachers to identify the gaps in the existing school system that might influence their overall well-being and effectiveness in the delivery of quality education. The study used a descriptive research method. The participants in the study were basic education teachers in a select basic education school, employing a total population sampling technique. The basic education school has a total population of 45 basic education teachers. The study found that teachers found work duties to be the most appropriate workload and that classroom instruction was deemed suitable for their well-being. However, there were areas in teachers’ work control and schedule that needed improvement. Moreover, the study found that administrative support was the highest level of support for teachers, with adequate guidance from supervisors and sufficient resources. Still, there were areas for enhancement in professional development and collegial support. The findings of the research formed the foundation for recommendations aimed at regulating teachers’ workloads and providing a strong system of support for them to deal with stress, which can inevitably result in their ineffectiveness.
Keywords: basic education teachers, instructional effectiveness, support system, well-being, workload
DOI: https://doi.org/10.5861/ijrse.2025.25331
Cite this article:
Cachero, M. E., Enrique, W. D., & Espinosa, K. P. M. (2026). Teachers’ workload and support system in basic education: Implications for well-being and instructional effectiveness. International Journal of Research Studies in Education, 15(1), 49-62. https://doi.org/10.5861/ijrse.2025.25331
* Corresponding Author