Examining Teachers Workloads, Knowledge and Expertise as Predictors of Instructional Effectiveness

This study aimed to examine the teacher’s workloads and teacher knowledge and expertise as predictors of instructional effectiveness among public school teachers at Maragusan East District, Maragusan, Davao de Oro. Data were collected from 106 respondents using structured surveys assessing workload dimensions, teacher knowledge and expertise and instructional effectiveness. The data collected were analyzed using mean, regression analysis and pearson r. The result showed on the level of teacher’s workloads that teachers primarily feel the greatest burden in managing their time and maintaining the physical and mental energy required to meet daily demands. On the level of teachers’ knowledge and expertise, confirms a high level of knowledge and expertise among teachers, highlighting their well-rounded commitment to both instructional effectiveness. Additionally, On the level of instructional effectiveness reflects a very high level of instructional effectiveness, showing that teachers consistently demonstrate excellence in managing classrooms, building relationships, and embodying key teaching traits while maintaining solid planning and subject knowledge. The result of study revealed that there is no significant relationship between teacher’s workload and instructional effectiveness despite heavy workload. Teachers can maintain effective teaching through their skills and dedication.