Filipino teachers need workload reform

Teacher workload has long been a pressing issue in the Philippines, with educators often stretched thin by their duties. This year, the Department of Education (DepEd) introduced two key policies aimed at addressing this challenge: DepEd Order No. 002, s. 2024, which seeks to transfer administrative tasks away from teachers, and DO 005, s. 2024, which aims to clarify and limit teacher workloads.

While these policies represent a much-needed step forward, recent findings from a study completed by IDinsight and the Second Congressional Commission on Education expose the severity and deep-rooted nature of the problem. Surveying over 2,000 schools and 15,000 teachers nationwide, the study reveals that despite these policies, many teachers remain overburdened with non-teaching duties. This reality underscores an urgent need for systemic reforms that go beyond incremental policy changes.

Teachers are never just teachers

Under the Magna Carta for Public School Teachers, teachers are expected to work no more than 40 hours a week—with a maximum of six hours per day for teaching and an additional two hours per day for teaching-related tasks (e.g. checking papers, preparing lessons, etc.). However, in reality, the average Filipino teacher works 52 hours a week, with one in four exceeding 60 hours. These numbers extend far beyond classroom time, encompassing countless “invisible” tasks—early mornings preparing for lessons, afternoons managing additional school roles, evenings grading papers, and weekends consumed by school activities and seminars. For some teachers, high workloads have become a way of life.

Despite DepEd’s new policies, many teachers reported still being inundated by non-teaching duties and administrative tasks. On average, teachers juggle five additional roles, ranging from expected responsibilities like subject coordinators or club advisers to unexpected ones such as acting as school clinicians, librarians, or even canteen managers. Some teachers are also involved in implementing and documenting programs like the school-based feeding program and disaster risk reduction initiatives—duties that DO 002 specifically intended to offload.

In many schools, the lack of adequate staffing forces teachers to take on tasks like budgeting, record-keeping, and procurement. School heads acknowledge this reality, noting that teachers often step in because no one else can.

Teaching itself is overwhelming

Even teaching-related tasks have ballooned into an overwhelming burden. Teachers spend an average of nearly 18 hours per week on ancillary duties like lesson planning, curriculum familiarization, grading, and classroom management—almost double the 10 hours per week prescribed by DepEd.

Recurring issues within the education system multiply this workload. Large class sizes, often ranging from 30 to 65 students, mean that every task—from planning lessons to checking papers—requires exponentially more effort. Classroom diversity further compounds the challenge. Teachers must address varying learning levels and special education needs, often without adequate resources or training.

The recent implementation of the Matatag curriculum has added another layer of complexity. Teachers report spending extra hours revising lesson plans and scouring the internet for materials due to lack of textbooks and ready-made activities.

Moving forward

While DO 002 and DO 005 are steps in the right direction, they are not enough to address the systemic roots of the problem. Teacher workload issues stem from decades of underinvestment and slow rollout of staffing, resources, and structural support. Addressing it requires both immediate interventions and long-term reforms.

In the short term, ensuring teachers have access to quality teaching materials—such as lesson plans, activities, textbooks, and online resources—would significantly reduce their preparation time.

Structural changes are essential. Schools must be adequately staffed with non-teaching personnel to handle administrative duties, allowing teachers to focus on teaching. The development of specialized staff like guidance counselors, special education experts, and trained school heads must also be prioritized and rolled out to provide teachers with the support they need.

Improving teacher workload is not just about reducing their hours; it’s about safeguarding the quality of education for millions of Filipino students. If we fail to address this crisis, we risk more than the health, morale, and retention of our educators—we jeopardize the future of Philippine education.

—————-

Steven Walker is a senior manager at IDInsight, leading project teams to deliver innovative research and advisory services for clients across Southeast Asia. Jerick Chan is an associate at IDInsight, supporting IDInsight’s education portfolio by providing mixed-methods research support to government and development partners.