Abstract
In the contemporary landscape of education, teachers are increasingly burdened with multiple ancillary tasks, transcending traditional teaching roles. This qualitative phenomenological study explores the lived experiences of 10 teachers from Tacurong Pilot Elementary School, employing a qualitative research design with a focus on phenomenology. Participants, each with a minimum of one year of teaching experience and handling at least three coordinatorship/designation roles, were selected to provide diverse perspectives on the challenges and opportunities associated with multiple ancillary tasks.Data collection incorporated various sources, including observations, interviews, documents, and audio-visual materials, within a natural setting. Thematic analysis, a method emphasizing the identification of recurring themes in qualitative data, was employed to analyze teachers' lived experiences. The findings reveal three main themes concerning daily challenges: Juggling Time Demands, Emotional Toll and Burnout, and Impact on Instructional Quality. Additionally, the study elucidates five themes related to job satisfaction and well-being, including Strain on Work-Life Balance, Erosion of Job Satisfaction, Emotional Exhaustion, Impact on Collegial Relationships, and Seeking Purpose and Impact. Furthermore, the impact on teaching practices and student outcomes is explored, highlighting themes such as Restriction of Instructional Creativity, Impact on Individualized Student Support, and Struggle with Timely and Effective Feedback. This research contributes nuanced insights into the multifaceted impact of ancillary tasks on teachers, offering valuable implications for supporting teacher well-being and enhancing educational outcomes.