Non-Instructional Workload and Job Satisfaction Among Special Education Teachers

This study examined the non-instructional workload and job satisfaction of public Special Education (SPED) teachers in the Schools Division of Dasmariñas City, Cavite, in response to the continuing demands of administrative, documentation, collaboration, and learner-support responsibilities beyond direct instruction. It aimed to determine the extent of non-instructional workload, assess the level of job satisfaction, examine differences according to demographic characteristics, and determine the relationship between the two constructs. The study employed a quantitative descriptive-correlational design with comparative analyses and used complete enumeration involving 40 public SPED teachers. Data were gathered through a researcher-made questionnaire that underwent expert validation and pilot testing. Frequency, percentage, mean, standard deviation, independent-samples t-test, analysis of variance, and Pearson product-moment correlation were used for data analysis. Findings showed that documentation and administrative and ancillary responsibilities were experienced to a great extent, while professional collaboration and learner support were experienced to a small extent. Respondents were generally satisfied across all job satisfaction dimensions. Significant differences were found in professional collaboration and learner support responsibilities according to years of teaching experience, while most other group comparisons were not significant. Most workload-satisfaction relationships were also not significant, except for the negative relationship between learner support responsibilities and work environment. The findings informed the development of a Non-Instructional Workload and Job Satisfaction Support Framework for Special Education Teachers to guide workload management, workplace support, and institutional improvement.