Abstract
This study determined the extent of unfolding stories of teachers with multiple ancillary functions in Tboli 1 District, South Cotabato. There are 7 participants were invited for in-depth-interview (IDI) and 8 participants for focus group discussion (FGD). This study employed phenomenological research design. The data gathering tool contained formulated interview guide that asks questions about their thoughts on handling multiple ancillary functions for in-depth-interview (IDI) and focus group discussion (FGD). The results revealed upon thematic content analysis that the unfolding stories of teachers with multiple ancillary functions have four emerging themes which includes lived experiences in handling multiple ancillary functions; internal and external influences, teachers’ wellbeing and professional development and teachers’ attitude towards handling multiple ancillary functions. It is concluded that increasing teachers’ ability to handle ancillary functions requires researchers, educators and policy makers to forego short-term gains on measures that determine teachers’ resiliency in favor of long-term solutions that requires years to develop. Improving resiliency and empowerment across teachers requires an early and sustain emphasis on the development of understanding, knowledge, awareness and motivation supporting teachers’ wellbeing and professional development. Despite decades of research on ancillary functions, school-community spend little time using evidence-based methods. To ensure that teachers are prepared to use evidence-based practices to meet the resiliency and motivation needs of their own self, education leaders must strengthen teacher preparation programs and professional development in relation to handling multiple ancillary functions.