Teachers’ Workload on Learners’ Performance Mediated by Teachers’ Well-Being: Bases for Action Plan

Abstract

This study explored if teachers’ well-being can be a mediating variable towards the relationship between teachers’ workload and learners’ performance. Thus, one hundred nine (109) beginning teachers across the sub-congressional districts (Loon North, Loon South, Calape, Tubigon East and Tubigon West) had their workload (in terms of duties and obligations, energy expenditure and time demands), well-being (in terms of physical, mental, emotional, social and even with work-life balance) and learners’ performance have analyzed for the school year 2025-2026. With that, a correlational research design was used with a structured survey questionnaire. Further, the findings revealed that beginning teachers experienced an overall high level of workload with the mean of 2.75 and a standard deviation 0.72) across all aspects. Moreover, in terms of well-being, beginning teachers experienced an overall composite mean of 3.09 with a standard deviation of 0.62 which gained positive level across all aspects. Further, in terms of learners’ performances, 73 classes (67%) out of 109 (100%) got the very satisfactory level (85-89). This means, despite the challenges nor demands experienced by the beginning teachers, they can still be an effective teacher to their learners. Overall, the results of the Pearson correlation analysis revealed that beginning teachers’ workload shows there is a significant relationship to teachers’ well-being, and there is a significant total effect on learners’ performance. Thus, it is recommended that school administrators should implement structured workload management strategies, provide professional development programs, help teachers maintain their well-being, promote teamwork, implement interventions and improve institutional support systems.