Workload Management and Productivity Execution of Public Elementary School Teachers

This study examined the relationship between workload management and productivity execution among public elementary school teachers in Cateel 2 District, Division of Davao Oriental. A quantitative descriptive-correlational design was employed with 139 public elementary school teachers selected through convenience sampling. Data were collected through adapted survey questionnaires that measured workload management in terms of duties and obligations, energy, and time, and productivity execution in terms of conceptual, human processual, and technical domains. The instruments were reviewed by experts, pilot-tested with 30 teachers, and showed high internal consistency for workload management (Cronbach’s alpha = .950) and good internal consistency for productivity execution (Cronbach’s alpha = .886). Mean, standard deviation, Pearson product-moment correlation, and multiple linear regression were used to analyze the data. Results showed that workload management was rated high overall (M = 3.86, SD = 0.60), with time receiving the highest domain mean (M = 4.14, SD = 0.62), followed by energy (M = 4.03, SD = 0.62) and duties and obligations (M = 3.40, SD = 0.65). Productivity execution was also rated high overall (M = 3.66, SD = 0.55), with technical execution receiving the highest mean (M = 3.72, SD = 0.59), followed by human processual execution (M = 3.65, SD = 0.60) and conceptual execution (M = 3.61, SD = 0.60). Workload management had a significant positive relationship with productivity execution (r = .5804, R2 = .34, p = .000). Regression results showed that the three workload management domains significantly predicted productivity execution, with energy as the strongest predictor (B = .7426, beta = .5921, p = .000). The findings suggest that teacher productivity is closely linked to how schools and teachers manage task demands, time use, and energy preservation. A workload system that protects teachers’ energy while supporting task clarity and effective time use may contribute to stronger productivity execution in public elementary schools.