THE TEACHERS’ CLOCK: NARRATIVES OF BALANCING LESSON PREPARATION, TASK ACCOMPLISHMENT,  AND STUDENT LEARNING

JANNET G. RANQUE

doi:10.65010/seairj.v7i4.313

THE TEACHERS’ CLOCK: NARRATIVES OF BALANCING LESSON PREPARATION, TASK ACCOMPLISHMENT, AND STUDENT LEARNING

JANNET G. RANQUE

Abstract

This study explored the lived experiences of educators as they balance lesson preparation, task accomplishment, and student learning in public elementary schools. The research employed a qualitative phenomenological approach to understand how teachers manage the demands of planning lessons, completing administrative responsibilities, and ensuring meaningful learning outcomes for students. Fifteen elementary school teachers participated in the study, including ten participants from in-depth interviews and five from focus group discussions. Participants were purposively selected based on their teaching experience and active involvement in classroom instruction and school-related tasks. Data were collected through semi-structured interviews and group discussions to capture teachers’ personal narratives and reflections regarding their professional responsibilities.The findings revealed that teachers often experience overwhelming time demands due to multiple responsibilities such as lesson preparation, paperwork, student assessment, and school-related activities. Participants expressed that balancing these tasks while maintaining quality instruction requires constant adjustment and prioritization. Despite these challenges, teachers remain committed to supporting student learning by adapting teaching strategies and providing individualized support to their learners. Teachers also described how administrative workload and limited resources influence their daily practices and sometimes reduce the time available for instructional preparation. Furthermore, educators interpreted their experiences as both challenging and meaningful, emphasizing that student engagement, growth, and positive classroom relationships serve as indicators of success beyond academic test results. Participants also highlighted the importance of resilience, collaboration with colleagues, and professional dedication in overcoming work-related pressures. Based on the findings, teachers recommended increasing planning time, reducing administrative burdens, strengthening institutional support, and promoting collaborative practices among educators. Overall, the study underscores the importance of providing supportive educational environments that enable teachers to effectively balance professional responsibilities while maintaining quality teaching and meaningful student learning experiences.

Keywords

Education, teacher workload, work-life balance, student engagement, qualitative study, teacher support.

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DOI: http://dx.doi.org/10.65010/seairj.v7i4.313

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