“Teachers Burnout Revisited: An Analytical Evidence”

Abstract

Teaching is a very stressful and demanding profession. Sources of chronic stress includes workload, parents and administrators demands, role conflict, role ambiguity which can escalate to a level of burnout like emotional exhaustion, depersonalization and reduced personal achievement This study revisits burnout to explore analytical evidence from the public secondary school teachers and take actions to minimize its ill effect. This was conducted to six (6) big schools in Cagayan de Oro City. The respondents (n=297) were teachers of District 1 and 2 of the city. It employed a combination of quantitative and qualitative design of data collection. It adapted Maslach Burnout Inventory -Educators Survey, Huk (2011) questionnaire on workload and Moss (2015) questionnaire on role conflict and role ambiguity and a Focus Group Discussion. The presentation and analysis of the gathered data used mean, frequency, and standard deviation. Findings revealed that the demands imposed on teachers particularly on workload, administrative, and parents demand, role conflict and role ambiguity are the sources of teachers? burnout. It further reveals that the teachers are uncertain on how to do their job well due to administrative and parents? demands, and to the many school assignments and requests. This results to teacher?s moderate burnout. A work demand management intervention plan was designed to minimize negative outcome of burnout pressures and increase burnout awareness among the public secondary school teachers in Cagayan de Oro City. To sustain the plan, a strong social support is recommended.