This study examined at how instructional focus mediated the relationship between the removal of administrative tasks and teaching quality among public elementary school teachers. It determined the extent of administrative task removal across policy, workload, support, and implementation domains; assessed teachers’ instructional focus and teaching quality; analyzed the relationships between these variables; tested the mediating effect of instructional focus; and identified emerging principles based on teachers’ and school heads’ experiences, challenges, and performance.

            A convergent parallel mixed-methods research design was employed with public elementary schools in the Second Congressional District of Quezon Province. Quantitative data were gathered from 361 respondents, including 273 teachers and 88 school heads, selected at random, using a validated, pilot-tested researcher-made questionnaire. Structured interviews were used to collect qualitative data from ten carefully selected key informants. Quantitative data were evaluated using descriptive statistics, Spearman rho correlation, and mediation analysis, while qualitative data were explored using Braun and Clarke’s thematic analysis. The findings from both strands were integrated to strengthen interpretation.

            The results revealed that administrative task removal was implemented to a great extent, while instructional focus and teaching quality were both evident to a very great extent. Significant positive correlations were found between administrative task removal, instructional focus, and teaching quality. Instructional focus significantly mediated the relationship between administrative task removal and teaching quality, implying that reduced administrative workload enhances teaching quality primarily by strengthening teachers’ focus on instruction.

Despite ongoing implementation and resource issues, qualitative outcomes revealed lower stress, increased motivation, better lesson preparation, smoother classroom routines, stronger learner engagement, and improved learner support. Based on these findings, the Integrative Instruction Centered Workload Model was presented to enhance long-term instructional improvement and effective policy implementation under the MATATAG Agenda.