This study investigated the relationship between digitalization competency and administrative workload among public school elementary teachers in the Schools Division Office of Santiago City. Utilizing a quantitative descriptive-correlational research design, data were gathered from 248 teachers during the School Year 2025–2026 through a validated survey questionnaire. The theoretical framework integrated the Technology Acceptance Model (TAM) and the Person-Environment (P.E.) Misfit Theory to analyze how digital tool adoption affects professional burden. Findings revealed that the respondents are “Highly Competent” in using digital tools for learner records, performance reporting, and communication. However, teachers “Strongly Agree” that their administrative workload remains excessive, citing technical difficulties and frequent digital updates as primary stressors. Statistical analysis showed significant differences in workload perception based on age, sex, civil status, and rank, with mid-career and lower-ranking teachers experiencing the highest intensity. Pearson’s r correlation results indicated a significant positive relationship between digitalization in communication (r = .158) and performance reporting (r = .137) with workload volume. This suggests that as digital connectivity increases, the perceived workload also rises. The study concludes that while teachers are technologically competent, digitalization currently acts as an additional burden rather than a solution. It is recommended that school administrators establish clear work-life limits and that the Department of Education continues to streamline digital systems to reduce redundant non-teaching tasks.