International Journal For Multidisciplinary Research

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Bridging the Divide: A Critical Analysis of the Disconnect Between Administrative Task Removal Policies and Classroom Reality

Author(s) Ms. Vea Clare Marcelo Dela Cruz, Ms. Christine Diane Cestona Jimenez, Ms. Jessicalyn San Jose Masanque, Prof. Dr. Jesus D. Paguigan
Country Philippines
Abstract The disparity between administrative work removal policies-more especially, Department of Education (DepEd) Order No. 002, s.-is critically examined in this study. 2024 and the real classroom conditions that Philippine public-school teachers face. 26 public elementary and secondary school teachers were given a survey using a quantitative study design to assess policy awareness, ongoing administrative responsibilities, resource sufficiency, and the ensuing effects on instructional quality and teacher well-being.

The results show that respondents have a high level of policy awareness (84.6%), yet there is still a clear execution gap (76.9% of teachers believe the policy only exists "on paper"). The average administrative workload per teacher only marginally dropped from 1.8 to 1.5 tasks despite the mandate. Most responders still administer supplementary applications (76.9%), deal with data encoding during class hours (88.5%), and deal with interruptions from urgent administrative requests (80.8%). Inadequate institutional transfer procedures and a serious lack of non-teaching staff (57.7% citing deficiency) are the main systemic barriers found. As a result, 73.1% of teachers continue to take administrative responsibilities home, which directly jeopardizes their core instructional efficacy, and work-related stress is still very high. The study underscores the critical need for adequate recruitment of administrative support staff and structural reforms to bridge the divide between bureaucratic policy and classroom practice.
Keywords Administrative workload, Classroom reality, DepEd Order No. 002 s. 2024, Policy-practice gap, Public school teachers, Teacher burnout, Non-teaching personnel
Published In Volume 8, Issue 4, July-August 2026
Published On 2026-07-01
DOI https://doi.org/10.36948/ijfmr.2026.v08i04.82872
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