Environment and Social Psychology

Discourse analysis on the teachers' professional interest and integrity among teachers with multiple administrative functions

Trisha Keith S. Dagoy

Graduate Studies, Zamboanga Peninsula Polytechnic State University, Zamboanga City 7000, Philippines

Anneth I. Ariban

Graduate Studies, Zamboanga Peninsula Polytechnic State University, Zamboanga City 7000, Philippines

Jason V. Chavez

Graduate Studies, Zamboanga Peninsula Polytechnic State University, Zamboanga City 7000, Philippines

Benigno A. Garil

College of Humanities, Social Sciences and Communication, Basilan State College, Isabela City, Basilan 7300, Philippines

Sar-Ana Misuari Abdurasul

College of Humanities, Social Sciences and Communication, Basilan State College, Isabela City, Basilan 7300, Philippines

Magna Anissa A. Hayudini

College of Health Sciences, Mindanao State University-Sulu, Jolo, Sulu, 7400, Philippines

Jurmina Haiber-Asari

College of Education, Mindanao State University-Sulu, Jolo, Sulu, 7400, Philippines

Abdulmon-em H. Pawaki

Laboratory High School, Mindanao State University-Sulu, Jolo, Sulu, 7400, Philippines

Edwin M. Tantalie

Laboratory High School, Mindanao State University-Sulu, Jolo, Sulu, 7400, Philippines

Devie Ruth S. Alih

Laboratory High School, Mindanao State University-Sulu, Jolo, Sulu, 7400, Philippines

Rania D. Abduraup

jasonchavez615@gmail.com

DOI: https://doi.org/10.59429/esp.v9i12.2521

Keywords: professional interest, teacher-integrity, administrative functions, professional development

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Abstract

Teachers, beyond their conventional duties of lesson planning and assessment, play a pivotal role in shaping individuals holistically, fostering lasting development. Educators are instrumental in this role, extending beyond the classroom to facilitate learning in diverse settings, demanding a commitment that often exceeds regular working hours. The increasing administrative expectations raise concerns about their impact on teachers' well-being and effectiveness. This study involved eight diverse teacher which explored the complexities of balancing administrative roles and teaching. Qualitative analysis of their communication, especially through in-depth interviews, uncovers how teachers navigate these demands while upholding professional interests and ethical conduct. This qualitative, exploratory study aimed to reveal teachers' perspectives, values, and ethical considerations in managing both administrative and teaching responsibilities. The findings revealed that schools need to offer significant support for teachers balancing both administrative and teaching duties. Administrative tasks can positively impact teacher self-efficacy, but achieving a balance between efficiency and autonomy is crucial. Despite benefits like improved teaching and learning processes, teachers experience burnout and stress, highlighting the need for institutional support, workload management, and resources to facilitate effective teaching.

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