Teachers’ Ancillary Services Across School Sizes in The Fourth Congressional District of Quezon Province: Its Impact on the Learners’ Academic Performance

This study examined the impact of teachers’ ancillary services on learners' academic performance across school sizes within the Fourth Congressional District of Quezon Province. It sought to determine the status of teachers’ ancillary services in terms of identified assignments, number of hours rendered, and years of service; the academic performance of learners under teachers with ancillary duties; the significant difference in the impact of ancillary services among schools of different sizes; and the possible policy intervention that may be proposed based on the findings. A descriptive–quantitative research design was employed, with a validated survey questionnaire administered to 537 teachers from 28 public elementary schools. The data were analyzed using frequency and percentage, weighted mean and standard deviation, and one-way analysis of variance (ANOVA). Findings revealed that all teachers were assigned to at least one ancillary service, with many handling multiple roles, including ICT, SBM, LIS/EBEIS, and Health Coordination. The majority spent 2 to 3 hours daily on ancillary work, and more than half had served in these roles for over 3 years. Results also showed that small schools had the greatest impact from ancillary duties (WM = 3.40), followed by medium schools (WM = 2.76) and large schools (WM = 2.36). The computed ANOVA (F = 18.35, p