Abstract. The research explored the impact of additional workloads on public secondary school teachers and their performance. It investigated how administrative, community-related, and unrelated tasks assigned to teachers affect their teaching effectiveness, as measured by the Individual Performance Commitment and Review Form (IPCRF). The study employed a quantitative research design, focusing on teachers in the Districts 1 and 2 of Ayungon, Negros Oriental, and it utilized structured questionnaires for data collection. Pearson Product Moment Coefficient of Correlation, weighted mean, and mean were used in treating the data. The study revealed that the teachers’ additional workload assignment is at a “Low Extent” across various categories which show that teachers are not heavily burden in their task as teachers. Administrative task, such as paperwork and school monitoring are prevalent but manageable, while more complex responsibilities like handling personnel issues are less commonly assigned. Similarly, community-related tasks, including community outreach and school improvement projects, are rated as “Low Extent”, suggesting that teachers can engage in these activities without being overwhelmed. Tasks unrelated to teaching are also minimally assigned. The researcher also found that there is a significant positive relationship between teachers’ additional workloads and performance. These underscores that despite the presence of additional workloads, this manifest a positive attitude towards job.

Keywords: Public school teachers; Workloads; Teaching performance.