Multi-Tasking Role and Functions of Classroom Advisers in Public Secondary Schools, Division of Laguna

This study aimed to determine the multi-tasking roles and functions of classroom advisers in the selected public secondary schools in the Division of Laguna, and their impact on teaching performance. It specifically sought to assess how these responsibilities affect teachers’ effectiveness and well-being. The research employed a descriptive method, utilizing adapted questionnaires developed by Norma A. Sugden and Mr. Noel P. Tancinco. Classroom advisers participated from the selected secondary schools in Division Office of Laguna. The collected data were analyzed using descriptive statistics, ranking, mean, chi-square, and Friedman’s ANOVA to evaluate the performance of classroom advisers in managing their multiple roles. The findings revealed that demographic factors were not considered by school administrators when assigning multi-tasking responsibilities to teachers. However, the study established that these additional duties significantly impacted teachers’ performance and well-being. Teachers faced challenges in time management, patience, and prioritization, which affected both their own efficiency and student outcomes. The study concluded that multi-tasking responsibilities directly influence classroom advisers’ performance, thereby affecting student learning. Addressing these challenges requires a collaborative effort between school authorities and teachers to create strategies for workload management. The research provides insights for educators and policymakers on how to support classroom advisers in handling their multiple roles while maintaining teaching effectiveness.