Authors

Jaymarie B. Corpin*
Department of Education – Loon North District, Loon, Bohol, Philippines

Melissa L. Loquere
Bohol Island State University – Clarin Campus, Clarin, Bohol, Philippines
Email: melissaloquere@bisu.edu.ph

Abstract

Understanding school efficacy requires a focus on workload conditions, teachers’ well-being, and instructional performance. This study examined the teachers’ subjective well-being as a mediator of the association between DepEd’s workload rationalization and instructional effectiveness in the Loon North and Loon South Districts for the school year 2025–2026. Specifically, it looked at the extent of workload rationalization with regard to workload intensity, subject assignment alignment, and time manageability, as well as the level of teachers’ subjective well-being and instructional performance. A quantitative, non-experimental mediation approach using path analysis was utilized to evaluate the links among workload rationalization, teachers’ subjective well-being, and instructional effectiveness, and to test the mediation function of subjective well-being among 101 teacher-respondents. Data were examined using descriptive statistics, correlation analysis, and path analysis at a 0.05 level of significance. It was shown that workload rationalization is somewhat practiced (M = 2.39, SD = 0.67), teachers exhibited a high level of subjective well-being (M = 3.58, SD = 0.57), and excellent instructional performance (M = 4.68). However, the indirect effect was not significant (estimate = -0.00468, p = 0.779), indicating that subjective well-being was not a significant mediator between workload rationalization and instructional performance. The findings imply that teachers’ well-being and instructional performance remain high even with moderate implementation of workload rationalization. The results underscore the need for schools to enhance the consistency of workload practices while maintaining support systems to promote teachers’ well-being and instructional effectiveness.

Keywords: Workload rationalization, subjective well-being, instructional performance, mediation analysis, teacher workload.

*Corresponding author / Email Address: jaymarie.corpin@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05021204

Recommended citation:
Corpin, J. B., & Loquere, M. L. (2026). DepEd’s workload rationalization and instructional performance mediated by teachers’ subjective well-being: Bases for an action plan. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 5147-5159. http://doi.org/10.69651/PIJHSS05021204

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