A case study on the influence of class size and teachers’ workload on teachers’ motivation and student performance in an urban secondary school

This causal-comparative study within a case study framework examined the influence of class size and teachers’ workload on motivation and student performance at Abellana National School, an urban secondary school in Cebu City. Data from 119 teachers revealed that most handled large classes (41–45 students) and expressed neutral perceptions of workload manageability (mean scores: 3.02–3.31 on a 5-point Likert scale, where 3 = neutral). This suggests that teachers neither strongly agreed nor disagreed about workload feasibility, reflecting moderate stress levels without severe dissatisfaction. Similarly, motivation scores averaged 3.38–3.55 (slightly positive but close to neutral), indicating tempered enthusiasm, likely due to balancing challenges with professional commitment. A strong positive correlation emerged between manageable class sizes and teacher motivation (r = 0.772) and workload perceptions (r = 0.831), highlighting how smaller classes enhance well-being. However, class size showed no significant link to student performance (r = 0.053), implying that teaching quality and individual effort may outweigh sheer class size. Key barriers included administrative overload, overcrowding, and insufficient support. Despite this, student performance was moderately strong (56.7% scored 86–90), though few (9.2%) achieved top grades (91–95), signaling room for improvement. The study advocates reducing class sizes, reallocating non-teaching tasks, and expanding mentorship programs to bolster teacher motivation and indirectly elevate student outcomes. These evidence-based interventions aim to foster a sustainable environment where teacher welfare and academic excellence are prioritized.