A Systematic Review of Literature on the Burden of Ancillary Tasks on Teachers

This is a systematic review of literature on the Burden of Ancillary Tasks on Teachers. Teachers have many roles beyond just teaching. In the classroom, they often act as second parents, caregivers, counselors, entertainers, motivators, and sometimes even detectives. This study used a research methodology known as a Systematic Literature Review, with the objective of identifying the adverse consequences of a teacher's workload or ancillary tasks. The researcher utilize primary data base search engines such as Scopus, Science Direct, PubMed, ERIC, and Google Scholar. The selection process followed the PRISMA approach. The researcher conducted a comprehensive literature review on ancillary tasks to understand their impact on teachers' well-being, professional development, and the educational environment. This study seeks to help educators recognize that a heavy workload may lead to various negative or positive impacts on their well-being. This study aimed to review teachers' experiences with ancillary functions. The findings indicate that teachers view these additional responsibilities as extra burdens on their primary role of teaching, even though they present opportunities for personal and professional growth. By taking on these roles, teachers may have to sacrifice time for instruction and with their loved ones. This unfortunate situation can be alleviated, if not entirely prevented, through effective workload management. Therefore, it is essential to seek valuable insights from more experienced and knowledgeable individuals to ensure that tasks are completed efficiently and effectively. Based on the findings of the study, the researcher offers the following recommendations: (1) Teachers should create a checklist to prioritize tasks by importance and urgency, enabling them to efficiently manage their roles as both educators and coordinators; Given the limited number of teaching staff, the school head should distribute additional assignments fairly among teachers; The division should provide orientation for newly appointed coordinators to guide them in their responsibilities; and The Department of Education should assess the workload assigned to teachers. An evidence-based and systematic approach is essential to reduce teachers' workload. Conducting a thorough time-use study can clearly identify which tasks should be assigned to teachers and which ones should be removed from their responsibilities. Therefore, the results of this thorough analysis are expected to provide a basis for future research, especially in the pursuit of effective solutions and interventions to alleviate the increasing negative impacts of workload on teachers.