International Journal For Multidisciplinary Research

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Influence of Administrative Support Systems, Professional Development, and Workload Management on the Teaching Performance of Faculty Members in Selected Private Schools in NCR

Author(s) Ms. Yendy Dela Cruz Reyes, Dr. Rosalina Rosales Pangilinan
Country Philippines
Abstract This study aimed to implement an action plan to determine the influence of administrative support systems, professional development, and workload management on the teaching performance of faculty members in selected private schools in NCR. Anchored on the Organizational Support Theory (OST), the study was postulated on the concept that organizational factors (administrative support, professional development, workload management) influence employee performance. A quantitative research design was employed using a survey questionnaire administered to 156 faculty members to three private schools in NCR. The study measured the level of administrative support systems, the level of professional development, the level of workload management, and the level of teaching performance as perceived and assessed by the respondents using weighted mean, Pearson’s r Moment Correlation coefficient and Multiple regression analysis. Results revealed that respondents perceived a very high level of administrative support system (WM = 3.32, SD = 0.380), a high to very high level of professional development (WM = 3.29, SD = 0.355), a very high level of workload management (WM = 3.41, SD = 0.351), and a very high level of teaching performance (WM = 3.61, SD = 0.406). Correlation analysis showed a very weak positive relationships between level of administrative support systems and the level of teaching performance (r = 0.130, p > 0.05), professional development has a very weak positive relationship with teaching performance (r = 0.125, p > 0.05), and workload management has a statistically significant but weak positive relationship with teaching performance (r = 0.202, p < 0.05). However, the combined predictors—administrative support system, professional development, and workload management—show a very weak but statistically significant effect on teaching performance (R² = .057, Adj. R² = .039, p = .028). This indicates that only 5.7% of the variation in teaching performance is explained by the three variables, while the remaining 94.3% is influenced by other factors not included in the model. Among the three predictors—administrative support system, professional development, and workload management—only workload management significantly predicts teaching performance (β = .168, p = .039). This means that better workload management is associated with improved teaching performance. In contrast, administrative support system (p = .272) and professional development (p = .243) do not have a statistically significant effect on teaching performance in this study.
Based on these results, there is a need to comprehensively implement the proposed plan made to further improve the teaching performance of faculty members in selected private schools in NCR. The study contributes to the growing body of knowledge on teaching performance by considering other factors that that have better influence to teaching performance among faculty members in private schools in NCR.
Keywords administrative support systems, professional development, workload management, teaching performance, organizational support theory
Field Sociology > Education
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-26
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.79565
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