📄 Abstract
This study empirically investigated the relationship between the extent of teachers' ancillary demands and their level of classroom instructional delivery among the secondary school faculty of Immaculate Concepcion Archdiocesan School (ICAS) - Mercedes for the School Year 2026–2027. Utilizing a quantitative, non-experimental correlational design and total enumeration (N=18), data were gathered using a researcher-constructed 30-item survey instrument validated by expert panel reviewers. Given the small population size, statistical treatment utilized weighted means, standard deviations, and Spearman’s Rank-Order Correlation (ρ). The findings revealed a high extent of overall ancillary demands (Overall Weighted Mean = 3.28), with administrative work registering the highest burden (3.42). Conversely, classroom instructional delivery manifested at a Moderate Level (Overall Weighted Mean = 2.45), with instructional time and pacing critically compromised at a Low Level (2.30). Correlational analysis yielded a strong, statistically significant inverse relationship (ρ=-0.68, p=0.002), indicating that heavier non-teaching burdens significantly degrade instructional performance. These empirical findings served as the foundation for a targeted Human Resource Intervention focusing on workload capping, administrative streamlining, and protected teaching hours.
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📚 How to Cite:
Daniel Adrian E. Torlao, LPT , TEACHER’S ANCILLARY DEMANDS AND CLASSROOM INSTRUCTIONAL DELIVERY: BASIS FOR A HUMAN RESOURCE INTERVENTION , Volume 12 , Issue 10, October 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 273 - 279 , DOI: https://doi.org/10.36713/epra31850