Removal of administrative tasks to elementary teachers’ well-being and performance: Basis for an action plan

This study investigated the effects of the removal of administrative tasks on the teaching performance and well-being of elementary teachers in Buenavista II District for School Year 2024–2025. A descriptive-correlational quantitative design was employed, using a questionnaire and statistical tools including percentage, weighted mean, ANOVA, Pearson correlation, and multiple regression. The respondents were 91 elementary teachers directly affected by administrative workloads. Most respondents were females (96.70%), aged 33–37 (26.37%), held a Bachelor’s Degree with Masteral units (62.64%), classified as Teacher III (73.63%), had 7–12 years of experience (30.77%), and handled 1–2 administrative tasks (54.95%). The removal of administrative tasks had very high effects on control, autonomy, and efficacy (mean = 3.41), as well as on classroom instruction, professional satisfaction, and workload (mean = 3.41). A majority (72.53%) received “very satisfactory” performance ratings, and overall well-being was rated very high (mean = 3.42). Significant differences were found in well-being (p = .016) and effects (p < .001) based on the number of administrative tasks. Teaching performance varied significantly by educational attainment (p = .006), position (p = .010), and experience (p = .008). A strong positive correlation was found between administrative task removal and well-being (p < .001). The study concluded that while task removal enhanced well-being, it did not significantly improve teaching performance. It is recommended that a comprehensive action plan be implemented to address teacher needs holistically, enhance professional development, reduce administrative burdens, and support both instructional quality and teacher satisfaction.