Non-instructional Tasks and Teaching Competence Appraisal of the Teachers

This study investigated the impact of non-instructional tasks on teaching competence appraisal among teachers at Valencia City Central School during the 2024-2025 school year. It aimed to describe the level of teachers' non-instructional tasks, encompassing daily classroom duties, class club duties, student counseling, and communication with parents. Furthermore, it sought to determine the level of teachers' competence appraisal across content knowledge, instructional delivery, and assessment, and to identify any significant relationships between these two sets of variables using Pearson's correlation. The findings revealed very high levels for all aspects of teachers' non-instructional tasks and equally high levels for all dimensions of their teaching competence appraisal. Notably, the study found significant positive relationships between daily classroom duties, class club duties, student counseling, and communication with parents with the overall teaching competence appraisal. Based on these results, the study recommends that school administrators implement support mechanisms to help teachers manage their substantial non-instructional workload. This includes streamlining administrative processes to lessen paperwork and non-teaching responsibilities. Additionally, the study suggests that schools promote a healthy work-life balance by establishing policies that allow for flexible scheduling, workload adjustments, and wellness programs to mitigate burnout and maintain teachers' high levels of competence.