IMPACT OF TEACHER'S BURNOUT ON JOB SATISFACTION IN FELIZARDO C. LIPANA NATIONAL HIGH SCHOOL: BASIS FOR AN INTERVENTION PROGRAM (Thesis Sample)

Impact of Teacher’s Burnout on Job Satisfaction in Felizardo C. Lipana National High School: Basis for an Intervention Program Table of Contents Title Page ………………………………………………………………………………………...1 Table of Contents ………………………………………………………………………………...2 Introduction ……………………………………………………………………………………....4 Review of Related Literature and Studies………………….…………………………..…7 Conceptual Framework ……………………………………………………………….…16 Research Questions….. ……………………………………………………………….…18 Hypothesis…………. ………………………………………………………………..…. 19 Significance of the Study………………………………………………………………...19 Scope and Limitations……………………………………………………………………21 Method ……………………………………………………………………………………..……22 Type of Research …………………………………………………..………………..…...22 Respondents ………………………………………………………….………………….23 Sampling Method ………………………………………………………………………. 23 Sources of Data……………….…………………………………………………………. 24 Instrument/s …………………………………………………………………………….. 24 Data Collection Procedure …………………………………………………………….... 25 Ethical Considerations………………………………………………………...………… 26 Data Analysis ……………………………………………………………………..……..26 Timetable/Gantt Chart………………………………………………………… ………27 Plan for Dissemination and Utilization ……………………………………..……… …. 27 References ……………………………………………………………………………………… 29 Appendices …………………………………………………………………………..…………. 34 Instrument/s …………………………………………………………………………………. … 34 Sample Intervention Material ………………………………………………….…………… ….43 Introduction It is often known that teaching is one of the most fulfilling and demanding careers, and that teachers have a significant impact on the mental and cognitive growth of future generations. However, teachers are frequently at danger of burnout due to the rigorous nature of their work, which includes duties like lesson planning, student assessment, and classroom management. Teacher burnout is a substantial concern that has the potential to detrimentally affect the job satisfaction, overall well-being, and professional efficacy of educators. Emotional exhaustion, depersonalization, and diminished personal achievement are hallmarks of burnout (Maslach, Schaufeli, & Leiter, 2001). Teachers who experience burnout are often overwhelmed by their workload, feel emotionally drained, and detached from their students and colleagues. This can lead to decreased job satisfaction, absenteeism, and even attrition from the profession. Emotional tiredness is indicative of a condition characterized by a significant depletion of energy. Depersonalization entails the adoption of a negative and detached attitude towards both students and work. Reduced personal accomplishment is associated with emotions of incompetence and a perceived lack of achievement. Teacher burnout can be observed as a result of multiple variables, encompassing substantial workloads, insufficient remuneration, poor assistance from administrative personnel, and the presence of demanding students. These various causes frequently converge, resulting in elevated levels of stress, frustration, and a sense of hopelessness, ultimately leading to a decline in teacher engagement and a reduction in the quality of education delivered. Unfortunately, this can have a negative impact on student academic performance. Conversely, job satisfaction plays a pivotal role in the holistic welfare and professional efficacy of educators. Positive emotions, work engagement, and productivity levels are all positively correlated with the level of satisfaction among educators (Schaufeli, Bakker, & Salanova, 2006). On the contrary, educators who are discontent are at a greater risk of experiencing exhaustion, declining student attendance, and potentially even resigning from the field entirely (Moos, 2002). The degree of job satisfaction that educators experience significantly influences their motivation, rapport with students, and propensity to remain in the field. A multitude of studies have provided evidence supporting the inverse correlation between job satisfaction and teacher burnout. For example, Leiter et al. (2001) discovered that educators experiencing elevated levels of burnout reported markedly diminished levels of job satisfaction in comparison to their counterparts who reported low levels of burnout. Likewise, an investigation conducted by Maslach, Schaufeli, and Leiter (2001) revealed an inverse relationship between job satisfaction and teacher burnout, even after accounting for confounding variables including burden and stress. In addition to being a matter of personal concern for educators, the influence of teacher burnout on job satisfaction has significant ramifications for the standard of instruction. Educators who are experiencing burnout are at a diminished capacity to deliver the superior quality of instruction that is essential for the success of their students. Moreover, increased teacher absenteeism and attrition can result from burnout, which can disrupt the learning environment and make it challenging for institutions to retain a qualified and stable staff. The Department of Education (DepEd) recognizes the numerous problems encountered by educators, encompassing heavy workloads, challenging classroom settings, and administrative obligations. Additionally, the individuals possess a comprehensive understanding of the significant influence that the well-being of educators has on the academic achievements of students. As a result, the Department of Education (DepEd) has implemented a range of programs and initiatives throughout the years in order to tackle the issue of teacher burnout. The aforementioned activities comprise a range of techniques aimed at improving the mental well-being of teachers, mitigating stress factors, and fostering a work climate that is conducive to support and collaboration (DepEd, 2023). The "Teacher Burnout Prevention and Intervention Program" implemented by the Department of Education (DepEd) is a comprehensive project that aims to address two primary objectives: the prevention of teacher burnout and the provision of assistance for educators who are already experiencing its effects. The program provides a diverse array of tools, encompassing workshops, opportunities for professional growth, online materials, counseling services, and support groups, which are readily available to educators around the Philippines. According to the Department of Education (DepEd, 2023), the program is overseen by qualified school personnel and undergoes ongoing assessment to gauge its efficacy. This positions it as a potentially valuable tool for enhancing the well-being of teachers within the nation. The necessity of looking into teacher burnout and job satisfaction at Felizardo C. Lipana National High School is highlighted by a number of strong baseline data points, which confirm the existence of a serious issue. The school has been facing issues connected to teacher absenteeism, which is concerning since it may indicate issues related to burnout that could harm the faculty. Apart from quantitative measures, observations of teacher-student interactions and informal conversations reveal alarming markers of low teacher morale, waning passion, and widespread disengagement. These subliminal yet powerful hints from regular school life highlight the necessity of doing a thorough examination of teacher well-being. Furthermore, insights gained from teacher focus group discussions and interviews provide a greater understanding of the particular difficulties and stressors that lead to burnout. Teachers openly share their difficulties, attributing a large part of their exhaustion and dissatisfaction to their heavy workloads, scarcity of resources, and lack of support. Staff members agree with these observations, highlighting the relationship between teachers' well-being and the general school climate. The abundance of qualitative information gleaned from these exchanges provides a compelling narrative that highlights the need for a thorough research study and validates the seriousness of the problem. This baseline data is crucial for establishing the existence and magnitude of the problem within Felizardo C. Lipana National High School. The research aims to pinpoint areas for intervention by understanding the current status of teacher burnout and job satisfaction. The results of this study will provide a basis for the development of focused measures aimed at mitigating teacher burnout, augmenting work satisfaction, and ultimately leading to an enhanced teaching and learning atmosphere within the school. Review of Related Literature and Studies On Teacher Burnout Teacher burnout is a state of continuous stress that leads to physical and mental t...