Assesing the Administrative Performance of Non-teaching Personnel and its Effect on Teachers’ Efficiency in Multigrade School of Kabugao

Abstract

This study examines the role of non-teaching personnel in supporting instructional delivery within multigrade school settings, where teachers often manage multiple grade levels and experience increased administrative workload. In line with recent education reforms aimed at redistributing non-instructional tasks. This study examined the administrative performance of non-teaching personnel and its effect on teachers’ efficiency in multigrade schools within Kabugao District II from School Year 2020–2021 to 2024–2025. Utilising a descriptive-correlational design, data were collected from 42 teachers and 13 administrative officers through total enumeration. Administrative performance was measured using the Individual Performance Commitment and Review Form (IPCRF), while teaching efficiency was assessed through IPCRF ratings and Classroom Observation Tool (COT) scores. Findings revealed that non-teaching personnel consistently demonstrated a "Very Satisfactory" level of performance, with gradual improvements over the five-year period. Crucially, teachers exhibited significantly higher efficiency when relieved of administrative tasks, as reflected in elevated performance ratings and a higher proportion of "outstanding" marks. While correlation and regression analyses indicated that administrative support had a statistically significant, positive, yet small predictive effect on teacher performance, the study concludes that directly reducing teachers’ non-instructional workload yields a far more substantial impact on instructional effectiveness in multigrade settings.