This study examined the impact of teachers’ workload on the well-being and performance of teachers. The study utilized a quantitative research design employing descriptive-correlational approach. A survey was conducted to 100 secondary and elementary teachers of Nabunturan East District using stratified random sampling technique. Upon evaluation, the results showed that the teachers’ workload was high which means that the teachers are struggling with high workloads. It was also found that the teachers’ well-being was high which indicates positive countenance among teachers despite the presence of heavy workloads. Further, teachers’ performance as measured using the Individual Performance Commitment and Review Form (IPCF) was found to be outstanding which means that the level of achievement and commitment were at an extraordinary level. The study also revealed that the relationship between teachers’ workload, well-being and performance are not significant. From these results, it was recommended that school administrators should focus on the quality not quantity of tasks being delegated to the teachers. Also, the teachers should also advocate support not just workload reduction since workload is not the only determining factor of performance and well-being.
Balinawa et al. (Wed,) studied this question.