School Heads Research Articles

Key Competencies for the Management of Educational Change: The Voice of Heads of Maltese Primary State Schools

Key Competencies for the Management of Educational Change: The Voice of Heads of Maltese Primary State Schools

Evaluating Teachers’ Performances: Travails of School Heads in the New Normal

This study explored the lived experiences, challenges encountered, coping mechanisms and insights of public elementary school heads on evaluating teachers in schools using the RPMS-IPCRF in the new normal. The participants were coming from DepEd Region XI, Division of Davao City, specifically in the schools of Paquibato District. There were eight (8) school heads who participated in the study, and were purposely selected. This study made use of a phenomenological approach to extract the ideas from the participants. The virtual in- depth interview was employed to gather significant information with regard to their respective lived experiences. Using the thematic analysis, the following themes emerged pertaining to their lived experiences: evaluation for performance improvement, evaluation as a difficult task, teachers providing outstanding educational services, and hurdling evaluation challenges. Further, there were also three (3) subthemes that emerged on the challenges experienced by the participants. These are the lack of RPMS-IPCRF orientations, unattainable key results areas, and rater-ratee relationship issues. The coping mechanisms of participants on the challenges they experienced were: RPMS-IPCRF re-orientations, team building for strengthening relationships, and regular coaching and monitoring. The educational management insights drawn from the participants were the importance of LAC sessions in schools and the value of rater-ratee collaborations. Thus, it is crucial to provide effective evaluation strategy training to school heads with additional support and continual professional development endeavors to boost their effectiveness and foster desirable management and evaluation skills amidst the pandemic.

Leadership Strategies in Addressing Out-of-School Children: A Comparative Study of Heads of Government and Public–Private-Managed Schools in Sindh, Pakistan

The issue of Out-of-School Children (OOSC) presents a significant policy challenge in Sindh, Pakistan, where 44% of 5–16-year-olds are not attending school. This study examines how different leadership strategies in government and Public-Private Partnership (PPP) schools address this crisis. Drawing on transformational leadership theory and institutional theory, this research investigates the influence of school governance structures—specifically government schools, Education Management Organizations (EMOs), and Sindh Education Foundation (SEF) schools—on school leaders’ abilities to increase student enrollment and retention. Through a multiple case study design, this study collects qualitative data from three school heads, augmented by perspectives from vice principals and teachers. The findings indicate that leadership agency is constrained in government schools due to centralized decision-making, while PPP schools, particularly SEF schools, offer more autonomy, enabling more adaptive and community-centered leadership strategies. This study concludes that decentralized governance in SEF schools is more effective in addressing the OOSC issue, particularly in marginalized areas. These findings offer valuable insights for policymakers seeking to enhance educational access in regions with similar socio-economic challenges. The implications of this research underscore the need for flexible, context-specific leadership models to combat the OOSC crisis.

Current practice, barriers and drivers to embedding environmental sustainability in undergraduate dental schools in the UK and Ireland

Aims This study aimed to: i) identify current teaching practice and approaches to embedding environmental sustainability (ES) in the undergraduate dental curriculum in the UK and Republic of Ireland (ROI); and ii) uncover existing barriers and drivers to incorporating ES in dental education.Methods A questionnaire was developed and distributed to all dental schools in the UK and ROI in the form of an online survey. The intended respondents were deans, heads of schools, directors of education, or senior academics of all dental schools in the UK and ROI that deliver undergraduate dentistry/dental surgery programmes.Results In total, 18 dental schools responded to the survey, representing a response rate of 100% from the intended respondents. Note 56% of dental schools do not currently teach ES. Time constraints and a lack of knowledge and learning resources were the most reported barriers.Conclusion Currently, ES is not taught in most dental schools in the UK and ROI. Many schools face challenges in finalising the delivery modalities of ES teaching, particularly in clinical environments. Numerous barriers have been identified that complicate embedding this topic in the curriculum. Positively, universities, staff, students and the recently published learning outcomes are driving impactful change across the sector.

Determinants of Students Performance in Information and Communication Technology Program in DEPED Secondary Schools

This study investigated the relationship between the observed organizational attributes and determinants of students performance in the information and communications technology program along five factors: provision of equipment, training of teachers, administrative support, monitoring and Evaluation assessment, and leadership style of school heads and learner’s academic performance in terms of mean percentile scores involving 59 classroom teachers in five public secondary schools in DepEd Eastern Samar division during the school year 2023-2024. The data concerning the respondents’ perceived observation on the determinant factors of students’ performance in ICT program were collected via an expert validated researcher-modified survey instrument and analyzed using frequency count, percentage, mean, spearman rho correlation at 0.05 level of significance. Findings revealed that all of the organizational attributes and determinant factors were “moderately observed” with a mean of 3.3146 and the learner’s academic performance in ICT were “satisfactory” at an average of 78.98%. Test on correlation indicated that training of teachers (p=0.45) as a determinant of success is significantly related to the learner’s academic performance in ICT. All the other determinant factors have p-values greater than the level of significance i.e., provision of equipment (p=.864), administrative support (p=.134), M & E Assessment (p=.191) and leadership style of school head (p=.160) and are not significantly related to the performance of learners in the DepEd secondary schools. Thus, the null hypothesis saying that there is no significant relationship between these determinant factors to the academic performance of learners in DepEd secondary schools is therefore true and accepted. Hence, the researcher recommends the conduct of extensive ICT training programs for teachers for them to teach better and to advance the digital literacy in Philippine schools.

LEADERSHIP PRACTICES OF SCHOOL HEADS AND WORK TASK MOTIVATION AS PREDICTORS OF TEACHERS’ BEHAVIOR

This study determined the significant influence of school head leadership practices and work task motivation as predictors of teachers’ behaviour. The quantitative approach using the correlational technique and analysis was utilized in this study with a sample of 325 teachers from the elementary schools of Caraga District, Schools Division of the City of Davao Oriental. Sets of adapted survey questionnaires were used to obtain data from the respondents subjected to content validity and reliability analysis. The data were analyzed using the Mean, Pearson-r, and Multiple Regression Analysis. The results reveal that the leadership practices were rated very high, and work task motivation was also rated as high. At the same time, teacher behaviour was rated high. Moreover, a significant relationship existed between these variables. A significant relationship between leadership practices and teacher behaviour was significant. A significant relationship between work task motivation and teacher behaviour was also significant. The extent of the influence of predictor variables on teacher behaviour was proven significant in the study.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0789/a.php" alt="Hit counter" /></p>

Extensiveness of Teachers' Competence in Using Table of Specifications in Constructing Formative Assessment Test Items in Public Secondary Schools in Hanang District, Tanzania

The study examined teachers' competence in using tables of specifications in constructing formative assessment items in public secondary schools in Hanang district, Tanzania. Using Bloom's Taxonomy, a mixed-methods approach was employed, with 119 participants selected from 712 individuals, including teachers, heads of schools, academic masters/mistresses, and district school quality assurers. The study used questionnaires, interview guides, interview schedules and document analysis guides for data collection. Research experts assessed content and face validity for quantitative instruments, while qualitative instruments were validated through peer debriefing and triangulation. Data was presented in tables and analyzed using descriptive statistics and thematic analysis. The study revealed that public secondary school teachers vary in their competence of using the table of specifications when designing formative assessment test items. Moderately proficient teachers adhere to all procedures, while others struggle with determining question numbers and distribution. Based on the findings, the study concluded that teachers who are teaching students in public secondary schools were inadequately utilizing the table of specifications when designing formative assessment test items in public secondary schools. The study suggests that the government should prioritize professional development training to improve teachers' competencies in setting formative assessment test items, enhancing student learning outcomes.

Disaster Risk Reduction Measures and Disaster Preparedness of Elementary Schools in Babak District

The study determines the level of disaster risk reduction measures (DRRM) and disaster preparedness, as well as the significant relationship between the two variables in Cogon, San Antonio, and Toril elementary schools in Babak District. A descriptive-correlational research design was employed in this study. Data analysis involved the use of the weighted average mean and the Pearson Product- Moment Correlation Coefficient. A total of forty-five school heads and teachers respondents were selected through total population sampling. The findings of the study revealed that the levels of disaster risk reduction measures (DRRM) and disaster preparedness in the selected schools are very high, suggesting successful integration and implementation of DRRM strategies. Additionally, a significant relationship was found between the two variables, indicating that increased implementation of disaster risk reduction measures (DRRM) corresponds to higher levels of disaster preparedness in the schools. Consequently, incorporating DRRM into school systems improves the readiness of school heads and teachers for unexpected disasters. The school heads and teachers possess more knowledge and skills to handle disasters, as they are responsible for guiding and protecting students during such events.

Learning-Centered Leadership of School Heads and Its Moderating Effect on Organizational Culture and Organizational Performance

The study determined the moderating effect of learning-centered leadership of school heads on the relationship between organizational culture and organizational performance. This paper employed descriptive-correlational research design and moderation analysis. Weighted mean, Pearson r, and path analysis were used to analyze the data. There were three standardized questionnaires utilized to collect data. The respondents of the study were 300 elementary, junior and senior high school teachers which were chosen using stratified sampling. Results revealed that the level of organizational culture was high, and the levels of organizational performance and learning-centered leadership of school heads were very high. There was a significant relationship between organizational culture and organizational performance, and learning-centered leadership of school heads and organizational performance. Furthermore, the result of moderation analysis using path analysis revealed the moderating effect of learning-centered leadership of school heads on the relationship between organizational culture and organizational performance was significant. Therefore, the learning-centered leadership of school heads strengthens the relationship between the organizational culture and the organizational performance of teachers. This implies that a positive and thriving culture aligns employees with the organization's objectives, fostering innovation, productivity, and engagement. It enhances satisfaction, provides consistency in decision-making, and attracts and retains teachers, all contributing to enhanced performance.

Integration of Indigenous Knowledge Systems and Practices (IKSPs) in the K to 12 Curriculum for Sama Bajaus: A Case Study

This study is concerned with mending the gap in department orders, specifically the policy framework on IPED known as DO No. 62, s. 2011, which was meant for indigenous groups. The study would concentrate on finding significant data to recommend a tailored policy framework that would answer the needs of Sama Bajaus. This study utilized a convergent mixed method with teachers, school heads, students, parents of students from pre-selected education institutions in Batangas, Sama Bajau elders, and local government and NCIP officials served as the participants. Based on the results and discussions presented in this study, it is concluded that the Indigenous Knowledge System and Practices (IKSPs) of the Sama Bajau community exhibit characteristics that align with curriculum integration, promoting cultural advancement, social inclusion, and the preservation of Indigenous heritage. Integration of Sama Bajau’s IKSPs within the K to 12 Basic Education Curriculum has the potential to support Sama Bajau learners by offering increased learning opportunities that are culturally sensitive and inclusive. Furthermore, it can enhance the awareness and understanding of school personnel, particularly teachers and school heads, regarding the importance of localizing and indigenizing knowledge, skills, attitudes, and values (KSAV) in education. However, the study also revealed that challenges and issues are impeding the effective integration of IKSPs into the curriculum. These challenges include the availability of cultural learning resources and the overall responsiveness of the educational system. It was found that the extent of integration of Sama Bajau’s IKSPs is significantly related to the problems and issues encountered. Therefore, a policy recommendation is suggested to address the gaps in localization and indigenization within the curriculum, ensuring that learners’ needs are adequately met.

Extensiveness of Teachers’ Workload in Determining the Acquisition of Kiswahili Reading Skills Among Pupils in Public Primary Schools in Tanga City Council, Tanzania

The study investigated the extensiveness of teachers’ workload in determining the acquisition of Kiswahili reading skills among public primary school pupils in Tanga City Council, Tanzania. The study employed a convergent design under mixed methods research approach to collect both quantitative and qualitative data simultaneously and compare the results to obtain a more complete understanding of the research problem. The study targeted 80 public primary schools, 80 head teachers, 264 Kiswahili subject teachers, 24 Ward Education Officer and 1 City Council Primary Education Officer. Both probability and non-probability sampling techniques were employed to obtain respondents who participated in this study. The study involved 8 public primary schools, 8 head teachers, 88 Kiswahili reading skills teachers, 8 WEO and 1 CCPEO. Data were collected using questionnaires, and interview guide. Data collection instruments were validated by Mwenge Catholic University research experts. A pilot study was conducted in two public secondary schools. The reliability of questionnaires for Likert scale items was determined using Cronbach's Alpha Coefficient where reliability coefficient r= 0.892 for Kiswahili subject teachers questionnaire was obtained. The reliability for qualitative data was established through peer debriefing and triangulation. The study adhered to research ethical principles throughout the research process. Quantitative data were analyzed using descriptive statistics particularly using frequencies, percentages and mean with the aid of SPSS Version 22. The study concludes that due to their overwhelming responsibilities, teachers find it challenging to give students timely and insightful feedback on their reading progress. Teachers find it challenging to plan and implement enjoyable reading activities that would greatly enhance their pupils Kiswahili reading skills. Teachers are unable to give each pupils the individualized support and attention they need to improve their reading skills in Kiswahili, leaving them with little time and energy. The study recommends that heads of public primary schools can support teachers in working less by making sure that teachers have enough time to plan, organize, assign reading tasks, and help pupils who are failing with learning. The administration of public primary school should make sure that the school has enough teaching and learning resources for Kiswahili reading instruction.

Children with disabilities and inclusive education in general schools: pricipals’ attitudes

Abstract Background As inclusive education is being implemented nationwide in Lithuania, various attitudes towards education of children with disabilities in general schools are observed. We aimed to assess the attitudes of heads of general schools towards the provision of education to children with disabilities in general education schools of Lithuania. Methods Heads of all schools in the Lithuanian capital and its surrounding municipalities implementing general education programmes were invited to take part in this study. 115 persons agreed to participate and completed the questionnaire in spring of 2024. The distribution of the respondents by their answers to the questions about the attitudes towards the provision of inclusive education was compared according to gender, age, education level, work experience, school location (municipality), language of education, type of school, subordination, number of pupils, teachers, teaching assistants and pupils with disabilities. Results The most frequently indicated barriers for inclusive education provision were the lack of specialists, compensatory measures, methodological tools, adaptation of the physical environment, and high number of pupils (87.8%, 84.3%, 78.8% and 76.6% respectively). Attitudes of the respondents were similar in most of the cases when compared according to socio-demographic factors (p more than 0.05). Negative attitudes towards the possibilities for provision of inclusive education were more common among respondents from schools with fewer pupils and higher relative number of teachers, positive attitudes - among those from schools located in municipalities with lower number of residents and schools with more teaching assistants (p less than 0.05). Conclusions While attitudes of heads of general schools towards the provision of inclusive education for children with disabilities are similar in most of the cases, negative attitudes are more common among those from schools with fewer pupils and more teachers. Key messages • While attitudes of heads of general schools towards the inclusive education are similar in most of the cases, negative attitudes are more common among those from smaller schools. • Higher number of teaching assistants and smaller municipalities were associated with positive attitudes towards inclusive education of children with disabilies in general schools.

The Influence of School Management Team on Student’s Academic Performance in Tanzania

This research study investigated the impact of School Management Team (SMT) practices on students' academic performance in Tanzania. Focusing on various practices employed by school management teams, the study analyzed their correlation with students' academic achievements. Utilizing a mixed-methods approach, it combined quantitative data analysis with qualitative interviews involving heads of schools, teachers, and students. Key factors examined included analyzing academic data, monitoring students' progress, and enhancing teachers’ up-skilling, coordinating supportive services and creating a supportive network with other stakeholders to enhance students' academic performance. Data was gathered from six secondary schools in Mbeya City Council to ensure a 374-representative view of management practices. The findings revealed that SMTs are crucial in enhancing students' academic outcomes in Tanzania. These results contribute to the existing literature on educational management and offer insights for policymakers, educators, and school administrators on effective practices to improve student performance within the Tanzanian education system

Servant Leadership of School Heads, Organizational Culture and Teamwork: A Causal Model on Teacher Engagement of Public Secondary School Teachers

This study aims to determine the best-fit structural model for teacher engagement of public secondary school teachers in Region XI, Philippines. It examines the interplay between exogenous variables: servant leadership of school heads, organizational culture, and teamwork on teacher engagement. It tries to understand how these factors influence each other and contribute to fostering a more engaging environment for teachers. The study utilized a descriptive correlational technique through structural equation modeling (SEM). Selected were 400 respondents using stratified random sampling. Findings show that servant leadership of school heads; organizational culture; and teamwork showed significant relationships with the endogenous variable, teacher engagement. Further, results showed that the best-fit model is the Generated Model 3 showing a direct causal relationship of the exogenous and endogenous variables. Furthermore, structure modifications revealed that servant leadership of school heads was grounded by the retained indicators: building community and empowering people which is highly reinforced by organizational culture, described by retained indicators- organizational management and organizational cohesion. Likewise, teamwork was strengthened by the retained indicators: communication and coordination. When the results of this study are given consideration, the goal of quality education in the Sustainable Development Goals that is quality education is positively achieved which resulted from highly engaged teachers.

Components in Lesson Planning for Secondary School Teachers in Tanzania: Implications for Supervision and Teachers’ Training

Purpose. The purpose of the study was to identify specific components of a lesson plan that teachers struggle to design. Methodology. The study used a qualitative research approach and an exploratory case study design. The criterion-purposeful sampling technique was employed to select eighteen (18) participants from six public secondary schools in the Kilimanjaro region of Tanzania. The study participants comprised six heads of secondary schools, six internal school quality assurance officers, and six teachers. Through semi-structured interviews and document reviews, data on specific components of the lesson plan that teachers find challenging to design was collected. The reviewed documents included school performance evaluation reports (SPERs) and lesson plans. The researchers employed thematic analysis methods. The study also followed all necessary principles of research ethics, including obtaining participants’ consent and employing pseudonyms. Results. The study found that teachers were struggling in formulating a coherent statement of specific lesson objectives, teaching and learning materials, and teaching and learning activities. The study also demonstrated that teachers faced difficulties in selecting effective teaching and learning approach, establishing assessment criteria, and conducting proper lesson evaluation. Conclusion. We conclude that inadequate design of one component of the lesson plan negatively affects the overall quality of the lesson plan, the delivery of lessons in the classroom, and the quality of education. Therefore, instructional supervisors and teacher trainers must take immediate action to assist teachers in developing lesson planning skills. This endeavour will not only result in improved lesson planning and delivery by teachers, but it will also contribute to an overall improvement in student learning and educational quality.

The School Budget Management under the Nakhon Ratchasima Primary Educational Service Area Office 4

Background and Aims: Budgeting in its present form began in England around the 16th-17th centuries. During that time The House of Representatives successfully reserved the power to approve government revenue and expenditures. This shows that current budgeting is related to the evolution of the governance system. After the preparation of this budget, it was extended to local government organizations, educational institutions, and other agencies, both public and private. The purpose of this research is to study and compare the level of opinions of personnel regarding budget management of schools under the Nakhon Ratchasima Primary Educational Service Area Office 4. Classified by position, school size, and work experience. Including the study of guidelines for developing budget management for schools under the said organization. Methodology: The sample used in the research consisted of 196 school administrators and heads of budget management groups of educational institutions under the Nakhon Ratchasima Primary Educational Service Area Office 4, which were selected using a stratified random sampling method. The research instrument was a questionnaire with a 5-level rating scale with an IOC between 0.80 - 1.00 and a confidence value of 0.85. In addition, a structured interview was used to collect data for data analysis. Various statistics were used, including frequency, percentage, mean, and standard deviation, T-test and F-test. Results: The results of the research are as follows: (1) School budget management Under the jurisdiction of the Nakhon Ratchasima Primary Educational Service Area Office 4, the overall level is at a high level. And when considering each aspect, it was found that budget management was at a high level in every aspect. (2) Comparative analysis of budget management of schools under the jurisdiction of the Nakhon Ratchasima Primary Educational Service Area Office 4, found to be significantly different at the 0.05 level. When classified by position but when classified by school size and work experience, no differences were found. (3) The budget management guidelines of schools under the Nakhon Ratchasima Primary Educational Service Area Office 4 that should be implemented include: Analysis of strengths and weaknesses Budget allocation is adequate and comprehensive. Having an internal audit system Creating a fundraising plan and using resources from outside agencies or stakeholders. Including having proof of receipt and payment. Preparing accurate accounts according to regulations and reporting information on supplies and equipment (M-OBEC), including creating up-to-date information on buildings, land, structures, and assets (B-OBEC). Conclusion: Budget management of schools under the jurisdiction of the Nakhon Ratchasima Primary Educational Service Office, District 4, that were all assessed were considered to have a high level of expertise. To ensure continued efficiency and transparency in financial management. There should be various guidelines such as detailed data analysis. Establishment of an internal audit system and recording information correctly All of which should be strictly implemented to strengthen confidence in the budget management process.

Factors Influencing Teachers’ Turnover from Government Secondary Schools in Makete District, Tanzania

This study investigated about factors influencing teachers’ turnover from government secondary schools in Makete District, Tanzania. The study employed the descriptive design. The design was chosen because it is the best for fact finding studies. While the number of schools in Makete district was 120, only five schools were selected through simple random sampling. The target sample included 16 participants: five heads of schools, 10 teachers and one District Education Officer. The study used interviews as source of data. The researchers used a smart phone to record participants’ responses during interview sessions and then, the responses were transcribed verbatim. The study analyzed the data according to themes. The study concludes that there are various factors that cause teachers’ turnover from Secondary schools in Makete District. Such reasons include low salary, lack of teachers’ houses, misunderstanding at work place, heavy workload, lack of support from school administration and delayed promotion. In order to curb these, challenges, the government needs to recruit more teachers to meet the requirement of teachers in government secondary schools, especially in rural areas. There is a need to build teachers’ houses in order to accommodate them in quality houses. Finally, the government needs to provide special allowances for teachers working in remote areas like Makete.

Entrepreneurship Education and Independence of Students of Ulfiyah Progressive Islamic Boarding School, Segeran Kidul Juntinyuat Indramayu, Indonesia

Entrepreneurship education in Islamic boarding schools plays a crucial role in shaping the independence of students, especially in the era of globalization that demands adaptation and innovation. Ulfiyah Progressive Islamic Boarding School in Segeran Kidul, Juntinyuat, Indramayu, Indonesia has implemented an entrepreneurship education program with the hope of producing students who not only master religious knowledge but also have the ability to become entrepreneurs. However, despite the ideal framework that is expected, the reality in the field shows significant challenges, including limited funding sources, lack of quality mentors, and resistance to change among students. This study aims to explore more deeply the concept and implementation of entrepreneurship education and the challenges faced, students' responses to the program, and the impact of the education on the economic independence of alumni. Using a descriptive qualitative research method, the research subjects included the head of the foundation, the head of the boarding school, the person in charge of the program, teachers, students, alumni, and parents of students. The results of the study show that although entrepreneurship education in Islamic boarding schools faces various challenges, there are positive steps taken to overcome these problems. With the right approach and adequate support, entrepreneurship education can have a significant impact on the economic independence of students, thus supporting the vision of Islamic boarding schools to create an independent and competitive generation.

School Heads’ Leadership Style and Teachers’ Performance

The leadership style adopted by school heads can significantly impact teachers’ performance and overall school climate. In this context, this study aimed to determine the school heads’ leadership styles and their relation to teachers’ performance in a medium-sized division in a component city in the central Philippines. Data for this descriptive-correlational study was collected from 84 respondents using a survey questionnaire that has passed the rigorous validity and reliability tests. Data gathered showed that participative leadership style was the most prevalent among school heads. Furthermore, the teachers’ performance was very satisfactory for the Academic Year 2021- 2022. Authoritarian and delegative leadership styles were not significant in the comparative analysis of the level of school heads’ leadership styles. Subsequently, there was a significant relationship between school heads’ leadership styles and the level of teachers’ performance. The result of this study calls for strengthening the seminars and training to equip the school heads and to expand their leadership style in managing their respective schools to maximize their full potential in fulfilling their duties and responsibilities. Keywords: School heads’ leadership styles, teachers’ performance, autocratic leadership style, participative leadership style, delegative leadership style, Negros Occidental, Philippines

Teachers’ Ancillary Functions and Teaching Performance

The term “ancillary functions” in the context of education refers to the tasks that teachers carry out that are not explicitly related to classroom teaching, such as serving as subject coordinators, club advisers, sports coaches, coordinators of both co-curricular and extracurricular activities, and community engagement services. Teachers still need to perform actual teaching, yet these services are vital for the school’s daily operations. Along this line, this study determined the level of teachers’ ancillary functions and level of teachers’ performance in a small-sized School Division in Norther Negros Occidental during the School Year 2023-2024. Data needed for this descriptive paper was collected from 66 public elementary school teachers using a self-made survey questionnaire that has passed the stringent tests of Validity and reliability. Data gathered revealed that teachers’ ancillary functions are high for teaching-related (M=4.0382; SD=0.32875) and administrative assignments (M=3.8644; SD=0.40228). Additionally, it was found that there was no significant relationship between teachers’ ancillary functions and their performance. The study calls for the use of differentiated instructions and requires School Heads to practice transparency and fairness in the distribution of ancillary workload to teachers. Keywords: Teachers’ ancillary functions, teaching performance, teaching-related assignments, administrative assignments, Negros Occidental, Philippines.