International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

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Exploring Faculty Experiences on Workload: A Phenomenological Approach

Author(s) Ms. Jackielyn Uy Abao, Mr. Christopher Ranara Balaba, Dr. Sarah Obsequio Namoco
Country Philippines
Abstract This qualitative study explored the multifaceted challenges faculty encounter in managing teaching workloads and balancing professional responsibilities within higher education. The study aimed to understand how these challenges affect teaching quality and faculty well-being. Using purposive sampling, in-depth semi-structured interviews were conducted with faculty members across various disciplines. Data were analyzed through thematic analysis, revealing nine key themes: overwhelming workload, impact on teaching quality, time constraints, commitment and coping, role prioritization and coping strategies, overwhelming workload and role conflict, structured time management and self-care, imbalance between teaching and research duties, and disruption from unforeseen tasks and imbalance. Findings indicate that excessive teaching loads, administrative burdens, and unpredictable tasks significantly compromise teaching effectiveness and contribute to faculty stress. While faculty employ diverse coping mechanisms, institutional support remains insufficient. These insights underscore the urgent need for workload transparency, administrative relief, and policies promoting work-life balance. Future research should investigate intervention effectiveness and workload experiences across diverse institutional contexts.
Keywords administrative burden, faculty workload, teaching quality
Published In Volume 7, Issue 4, July-August 2025
Published On 2025-07-23
DOI https://doi.org/10.36948/ijfmr.2025.v07i04.51218
Short DOI https://doi.org/g9tz7h
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E-ISSN 2582-2160
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