A QUALITATIVE INQUIRY INTO THE NEEDS OF NON-TEACHING SCHOOL PERSONNEL

Abstract

This qualitative study explored the needs, challenges, and support systems of non-teaching personnel in selected public schools, recognizing their essential role in sustaining daily operations and ensuring a functional learning environment. Using Colaizzi’s phenomenological method, the study examined the lived experiences of seventeen participants through in-depth interviews and a focus group discussion. Findings revealed three primary needs: the Essential Operational Backbone, capturing administrative and logistics work that maintains school continuity; Student Care and Environment Readiness, reflecting contributions to learner welfare, safety, and facility preparation; and Collaborative Coordination Roles, highlighting the high level of interaction required to manage time-sensitive tasks. Challenges experienced by the participants centered on Overload from Resource Limits, Unstable Task Direction, and Stalled Growth and Morale Strain, all of which affect efficiency and well-being. The study also identified support systems perceived as most effective, including Recognition and Visibility, System-Level Work Supports, and Shared Planning and Feedback Loops. These insights emphasize the importance of acknowledging non-teaching personnel, enhancing administrative structures, and improving communication pathways. Conclusions affirm that strengthening these areas can enhance service quality, reduce operational strain, and improve the professional environment of support staff. Recommendations were proposed for policymakers, administrators, teaching staff, community partners, and future researchers to build more supportive, organized, and sustainable systems for non-teaching personnel in public schools.