Voices From the Ground: A Qualitative Study on the Integration of Administrative Officers in the Department of Education

Aim: This study explored the impact of Department of Education (DepEd) Order No. 002, s. 2024—which mandates the immediate removal of administrative tasks from public school teachers—on the professional lives and career paths of educators. It examined how the removal of non-teaching workloads influences instructional focus, professional relief, role strain, and career advancement, while identifying operational challenges, management strategies, and differences in implementation across varying school sizes. Methodology: A qualitative Interpretative Phenomenological Analysis (IPA) was employed, incorporating qualitative open-ended questionnaire with 15 public school teachers in the District of Mambusao West, province of Capiz. Results: The findings of the study revealed five major themes: (1) Lived Experiences within the Dual-Role System, where teachers faced intense work saturation, instructional compromises, and severe psychological strain; (2) Professional Challenges and Identity, highlighting that extreme time constraints caused severe time poverty, while manual bottlenecks led to identity conflict and burnout; (3) Management and Coping Strategies, revealing that educators relied on disciplined time prioritization, collaborative peer networks, and proactive task-shifting to survive the clerical workload; (4) Perspectives on Career Alignment, demonstrating a positive transition in professional outlook where removing non-teaching tasks enhanced peer mentorship and re-anchored teachers in their vocational purpose; and (5) Perspectives on Administrative Officer Deployment, emphasizing that formal role separation served as a vital structural stabilizer that successfully enhanced instructional quality, restored operational flow, and protected teacher well-being. Conclusion: The findings indicate that the administrative unburdening policy positively contributes to teachers' instructional revitalization and professional well-being despite challenges related to severe time poverty and initial systemic transitions. Effective integration of specialized Administrative Officers requires institutional support, structured role separation, and clear operational workflows to maximize pedagogical focus and eliminate chronic workload burnout for public school educators.