Multi-tasking and Work Performance of Public Elementary School Teachers

The study aimed to determine the extent of multitasking and the extent of work performance of public elementary school teachers. This study employed a non-experimental quantitative research design utilizing descriptive-correlation method. Validated questionnaire and Universal sampling procedure were utilized considering the minimal number of teachers in the research locale. One hundred ten (110) public elementary school teachers were the respondents of the study. Using mean, pearson-r, and regression analysis, the findings revealed that the multitasking was extensive while the extent of work performance of public elementary school teachers was also extensive. Moreover, the overall results disclosed that indicators for the multitasking were positively correlated to the work performance of public elementary school teachers. Further, results from the regression analysis revealed the following have a strong influence of multitasking on the work performance of public elementary school teachers: time spent, administrative support activities, organizational behavior, and quality of teaching. It is recommended that the Department of Education (DepEd) should implement policies that promote a more balanced workload and ensure that teachers can effectively manage their multiple responsibilities. Providing administrative support staff in schools can help reduce the non-teaching tasks assigned to teachers, allowing them to focus on instructional duties.