Exploring Workplace Challenges and Perceived Performance Effects among School-Based Administrative Officers in Philippine Public Schools
DOI:
https://doi.org/10.57255/jemast.v5i1.1692Keywords:
Administrative Officers, administrative performance, educational administration, organizational support, workplace challenges, workloadAbstract
Administrative Officers play an important role in school operations, yet limited evidence explains how interconnected workplace conditions shape their administrative performance in geographically dispersed public-school settings. This study explored the workplace challenges experienced by school-based Administrative Officer II (AO II) personnel in the Department of Education–Division of Agusan del Norte and their perceived implications for administrative performance. Using a descriptive phenomenological qualitative design, 18 AO II personnel from public elementary and secondary schools were purposively selected. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s six-phase thematic analysis. Ten interrelated themes emerged: overlapping work demands; frequent work interruptions and role disruption; inadequate equipment and supplies; interpersonal and compliance challenges; limited delegation and additional task demands; transportation and geographic constraints; inadequate workplace conditions; poor internet and mobile connectivity; outdated administrative systems; and unreimbursed work-related expenses. Participants associated these conditions with difficulties prioritizing tasks, maintaining focus, meeting deadlines, completing reports efficiently, and carrying out core administrative responsibilities. The study provides context-specific evidence for educational administration and highlights areas for strengthening workload allocation, resource provision, digital infrastructure, task delegation, and organizational support for school-based administrative personnel.
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