Quiet quitting is becoming common among some DepEd teachers. These teachers haven’t officially resigned, but they have stopped going above and beyond in their duties. They still teach and do their basic tasks, but they no longer do extra work like staying late or doing tasks on weekends. This happens because many feel that their school leaders create a toxic environment with too many demands, leaving them overworked and unappreciated.

What is Quiet Quitting?

Quiet quitting means doing only what is required at work and not doing extra tasks that go beyond the job description. For DepEd teachers, this means focusing on their classroom teaching but avoiding additional responsibilities like extracurricular activities, administrative tasks, or weekend duties. Quiet quitting often happens when teachers feel overwhelmed by too much work, lack of appreciation, or a stressful work environment.

Why Are Some DepEd Teachers Quiet Quitting?

1. Too Much Work, Not Enough Support

Teachers are often asked to do much more than just teach. They are given extra tasks like paperwork, attending weekend events, and doing administrative work that has little to do with teaching. These additional jobs take away their personal time and make them feel tired and stressed. On top of that, they rarely get recognized or appreciated for doing these extra duties. As a result, many teachers stop doing anything beyond their core job to avoid burnout.

2. Blamed for Mistakes They Didn’t Make

In some schools, when one teacher makes a mistake, all teachers are punished. This unfair treatment makes teachers feel frustrated and unmotivated. It creates a negative environment where teachers feel they are being blamed for things they didn’t do. This kind of toxic behavior from school heads pushes teachers to quietly quit, doing only the minimum required.

3. Classroom Observations Used as Control

Classroom observations should help teachers improve, but some school heads use them to control and intimidate. Instead of offering helpful feedback, these observations are used to pressure teachers into following specific rules. This type of micromanagement makes teachers feel stressed and undervalued, leading them to lose motivation and only do what is necessary.

4. Lack of Appreciation

Teachers often put in long hours preparing lessons, grading papers, and managing their classrooms. But despite their hard work, they are rarely appreciated. In some cases, school heads criticize them and claim they were better teachers in the past. This constant criticism makes teachers feel like their efforts don’t matter, causing them to disengage from extra tasks and only focus on what’s required.

5. Micromanagement and No Freedom

Some school heads micromanage their teachers, telling them exactly how to teach and what to do. This leaves little room for teachers to be creative or make decisions in their own classrooms. Teachers start to feel like they have no control over their work. As a result, they stop going the extra mile and only do what they are told.

6. No Respect for Personal Time

Many DepEd teachers complain that their personal time is not respected. Even after school hours, they receive messages in group chats where school heads assign tasks late at night or on weekends. This constant expectation to be available all the time makes it hard for teachers to rest or spend time with their families. Teachers often wonder: Don’t we have the right to rest?

School heads seem to forget that teachers also have families and responsibilities outside of school. This lack of respect for their personal time adds more stress and makes teachers feel like they are always on call, even when they are at home.

7. Unfair Promotions

Even if teachers perform well and get high points for promotion, they often find that their chances of advancing depend more on following orders than on actual performance. Teachers who question unfair rules or refuse to do extra tasks might be overlooked for promotions. This favoritism makes teachers feel that hard work doesn’t matter, and as a result, they stop putting in extra effort.

8. Health Concerns Ignored

Teachers also feel that their health is not a priority for some school heads. When they get sick, the focus seems to be more on finding someone to cover their classes than on their recovery. This lack of concern for teachers’ well-being makes them feel replaceable and unimportant, which further pushes them to quietly quit.

What Needs to Change?

It’s clear that some DepEd teachers are quietly quitting because of toxic work environments and overwhelming demands. If these issues aren’t addressed, the school system could lose more good teachers.

School leaders need to provide support and create a positive work environment where teachers feel valued. Teachers deserve recognition for their hard work, fair promotion opportunities, and respect for their personal time. When teachers feel supported and appreciated, they are more likely to stay motivated and engaged in their jobs.

Frequently Asked Questions (FAQs)

Conclusion

For quiet quitting to stop, school leaders must focus on reducing unnecessary workloads, offering fair promotions, and respecting teachers’ personal time. Teachers need to feel supported, appreciated, and fairly compensated. Creating a healthy work environment will help teachers stay motivated and prevent quiet quitting, ultimately benefiting both the teachers and the students.