Teacher Tales: Navigating the Complex Landscape of Multiple Tasks in an Elementary School

Abstract

The study aimed to target into the intricate and multifaceted world of teaching by exploring the experiences of educators a certain elementary school which is anchored on Job Demands-Resources (JD-R) model. A theoretical framework was used to understand this study. Further, the study was grounded in the phenomenological assumptions. The sample population comprised five teachers who were experiencing multiple tasks on the gathered data, the researcher made used IDI and FGD which further analyzed using the thematic content analysis. The experiences were considered important to achieve the educational continuity in line with their navigation in the complex landscape of multiple tasks. The discussion was focused on maneuvering time constraints, facing workload pressures, and handling diversity of their responsibilities. The insights were considered important to achieve the educational continuity in line with their navigation in the complex landscape of multiple tasks. The discussion was focused on performing effective multitasking and continuing professional growth. The study highlighted that elementary school teachers require strong support systems and creative solutions to tackle challenges, including easing workload, preventing burnout, recognizing the importance of multitasking, and prioritizing ongoing professional growth, all aimed at improving the quality of education. Future researchers shall examine how innovative teaching methods and technology impact teachers' workload, and analyze the influence of support systems on teachers in elementary school settings.