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Master's Theses

Permanent URI for this collectionhttps://hdl.handle.net/20.500.14578/4

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Discipline: search.filters.discipline.Major in Educational ManagementSubject: search.filters.lcsh.Elementary school teachers

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    Navigating the unknown:
    Borlaza, Melanie G. (Davao del Sur State College, 2025-06)
    This study investigated the lived experiences and perceptions of elementary school teachers regarding leadership rotation in public schools. Utilizing a qualitative phenomenological research design, the study engaged ten elementary school teachers from the Division of Digos City. Data gathered through in-depth interviews revealed three essential themes on teachers' experiences on leadership rotation: instructional and policy changes, professional and emotional responses, and job stability and growth. In terms of coping mechanisms to ensure professional competencies under changing leadership, the themes identified were ensuring teaching stability, adapting to leadership transitions, and building peer support systems. Furthermore, teachers' insights regarding the effects of leadership rotation on school management highlighted three key themes: strengthening school culture through leadership stability, mitigating negative effects of leadership rotation, and adapting teaching practices to leadership changes. The findings emphasize the complexities and adaptive strategies teachers employ in response to leadership transitions. It is recommended that education stakeholders develop structured support programs to help teachers maintain professional stability and instructional quality during leadership rotations.
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    Workload stress and perception on the work performance of DepEd elementary school teachers
    Beit, Aileen (Davao del Sur State College, 2025-06)
    Excessive workload pressure negatively affects teacher efficacy, work satisfaction, and performance, which are global, national, and local problems. This study sought to determine teacher work performance differences when analyzed according to demographics. Descriptive-correlational method was utilized with a total of 270 respondents. Both adopted and customized survey questionnaires were used to the public elementary school teachers of Digos City Division. Finding revealed that most elementary school teachers are female, aged from 44 to 50 years old, with six to eight workloads, their workload stress is average but has a strong perception of workload. Also, elementary school teachers have shown a high level of work performance in terms of task performance, contextual performance, adaptive performance, and productive work behavior. Moreover, it was found that there was a significant difference in teachers' work performance when analyzed according to workload, but not on age and sex. The work performance of elementary school teachers is not related to their workload stress but has a significant relationship to workload perception. Among the predetermined variables, only workload perception significantly predicts the work performance of elementary school teachers. Lastly, school administrators can analyze teacher workload and provide training on managing it which can help teachers prioritize tasks, reduce stress, and achieve work-life balance.