Authors : Mariel Joy G. Calubiran; Danilo E. Despi

Volume/Issue : Volume 11 - 2026, Issue 1 - January

Google Scholar : https://tinyurl.com/4n6suyyj

Scribd : https://tinyurl.com/yxu4tc4u

DOI : https://doi.org/10.38124/ijisrt/26jan666

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study examines the impact of the six-hour instructional engagement policy on the well-being of public-school teachers in the Philippines. Using a qualitative approach, the research explores how the directive influences instructional practices, workload management, and work-life balance. Data were collected from teachers in schools with varying levels of policy compliance. Findings indicate that structured implementation supported by administrative mechanisms enhances instructional focus, accountability, and emotional well-being. Teachers reported improved time management and professional satisfaction when expectations were clear and non-teaching duties were minimized. However, persistent challenges such as administrative overload, rigid scheduling, and inadequate resources compromise policy effectiveness and teacher autonomy. While the directive generally promotes a healthier balance between professional and personal responsibilities, its success depends on consistent enforcement, manageable workloads, and institutional support. Recommendations include flexible scheduling, streamlined documentation, wellness programs, and harmonized guidelines to ensure equitable implementation. The study contributes to educational policy discourse by highlighting the interplay between workload structures and teacher welfare outcomes, offering actionable insights for improving instructional quality and retention in the Philippine public school system.

Keywords : Teacher Well-Being, Instructional Engagement Policy, Workload Management, Educational Policy, Public School Teachers.

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