Author

Marites B. Tampus
Cebu Technological University
Main Campus, R. Palma St., Cebu City, Philippines
Email: maritesbautista347@gmail.com

Abstract

The role of school-based administrative support staff is to contribute to organizational efficiency and instructional effectiveness, providing the operational foundation for improved teaching and learning outcomes. This study examined the contribution of school-based administrative support staff to teacher effectiveness in the Buenavista II District, Schools Division of Bohol, during the 2024–2025 school year. Guided by Social Support Theory, it explored the growing challenges of teacher burnout, resource limitations, and the pressure to improve learning outcomes. Using a descriptive-correlation design with complete enumeration, the study involved 32 teachers and five administrative support staff. Data were gathered through structured surveys and analyzed using weighted mean and Pearson correlation to measure effectiveness across three domains: instructional delivery, classroom management, and professional responsibilities, while qualitative insights were collected through interviews to enrich the findings. The study found that teachers consistently performed at very high levels in instructional delivery, classroom management, and professional responsibilities, mainly due to support from administrative staff. These staff managed essential tasks such as record-keeping, logistics, feeding programs, and general operations, enabling teachers to focus more on lesson preparation and student engagement. Although most support staff were relatively young and new, their contributions were considered indispensable in maintaining school efficiency. Interview data further revealed that teachers felt less stressed and more focused when administrative tasks were effectively managed. However, challenges such as limited manpower and lack of formal training persist. The study concludes that administrative support is essential in sustaining teacher effectiveness and fostering better learning outcomes.

Keywords: School-based support staff, teacher effectiveness, instructional support, administrative tasks, collaboration, classroom management, educational leadership, teacher workload, Rural Elementary Schools, Buenavista II District.

DOI: http://doi.org/10.69651/PIJHSS0501742

Recommended citation:
Tampus, M. B. (2026). The role of school-based administrative support staff in enhancing teacher effectiveness. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8207-8219. http://doi.org/10.69651/PIJHSS0501742

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