In the evolving landscape of Philippine education, teachers increasingly grapple with administrative workload, a persistent challenge that diverts time and energy from their core instructional roles. DepEd Order No. 2, Series of 2024 aimed to reduce teachers' administrative workload by delegating non-instructional tasks, yet the latest EDCOM report reveals that two-thirds of Filipino teachers still work beyond the recommended hours due to ineffective implementation and resource constraints. This quantitative correlational study examined the relationship between Perceived Administrative Workload (PAW), Teachers’ Autonomy (TA), and Teachers’ Creativity (TC) among 323 public junior high school teachers in Quezon City using descriptive statistics, Pearson’s correlation coefficient, and multiple regression. Cluster sampling was employed to select participants. The study found that teachers faced significant administrative workload, especially in student discipline, processing grades, and student welfare management. While they reported high autonomy in terms of instructional autonomy and principal/administrator support, curriculum autonomy was lower. Creativity was high in innovation and spontaneity but challenged in adventurousness and dedication. Correlational analysis revealed a weak positive relationship between PAW and TA and between PAW and TC. A moderate positive relationship was found between TA and TC. Multiple regression analysis indicated that PAW and TA explained significant variance in TC, with autonomy emerging as the stronger predictor. The study concludes that teachers face a significant administrative workload despite policy efforts to reduce it, affecting time for instructional duties. While autonomy enhances creativity, constraints in curriculum flexibility and school policy participation limit teachers’ ability to innovate.
LIMKIAN, J., Limkian, J , Combo, A , Repia, L , Dela, L & Esparagoza, C (2025). Perceived Administrative Workload and Teachers’ Autonomy as Predictors of Teachers’ Creativity in the Classroom. Afribary. Retrieved from https://tracking.afribary.com/works/perceived-administrative-workload-and-teachers-autonomy-as-predictors-of-teachers-creativity-in-the-classroom
LIMKIAN, JEREMY, et. al. "Perceived Administrative Workload and Teachers’ Autonomy as Predictors of Teachers’ Creativity in the Classroom" Afribary. Afribary, 31 Jul. 2025, https://tracking.afribary.com/works/perceived-administrative-workload-and-teachers-autonomy-as-predictors-of-teachers-creativity-in-the-classroom. Accessed 01 Aug. 2025.
LIMKIAN, JEREMY, Jeremy Limkian , Auden Combo , Lance Repia , Lenon Dela and Cherrylyn Esparagoza . "Perceived Administrative Workload and Teachers’ Autonomy as Predictors of Teachers’ Creativity in the Classroom". Afribary, Afribary, 31 Jul. 2025. Web. 01 Aug. 2025. < https://tracking.afribary.com/works/perceived-administrative-workload-and-teachers-autonomy-as-predictors-of-teachers-creativity-in-the-classroom >.
LIMKIAN, JEREMY, Jeremy Limkian , Auden Combo , Lance Repia , Lenon Dela and Cherrylyn Esparagoza . "Perceived Administrative Workload and Teachers’ Autonomy as Predictors of Teachers’ Creativity in the Classroom" Afribary (2025). Accessed August 01, 2025. https://tracking.afribary.com/works/perceived-administrative-workload-and-teachers-autonomy-as-predictors-of-teachers-creativity-in-the-classroom