A Two-Way ANOVA Analysis on the Influence of Subject Load and Teaching Experiences on Teacher

This study investigated the impact of subject load and teaching experience on teacher productivity in Laak North District, Davao de Oro Schools Division. Utilizing a quantitative design through descriptive and inferential statistics, the study analyzed data from 158 teacher-respondents using survey instruments aligned with the Results-Based Performance Management System (RPMS). Teachers were classified by subject load—low (≤2 subjects), moderate (3 subjects), and high (≥4 subjects)—and teaching experience—novice (<3 years), intermediate (3–5 years), and experienced (>5 years). Descriptive results revealed that most teachers had moderate subject loads and were in the intermediate experience bracket. Productivity levels were generally rated as extensive, though certain RPMS components such as professional growth support and recognition mechanisms showed moderately extensive ratings. Two-way ANOVA results indicated a significant interaction effect between subject load and teaching experience on teacher productivity (F = 4.857, p = .001), highlighting the varying influence of workload depending on a teacher’s career stage. The study concludes with a recommendation for differentiated workload policies and mentoring programs to enhance productivity and reduce attrition among early-career teachers. These findings have implications for instructional planning, human resource management, and performance-based policy interventions.