Attributes of Burnout and Personal Performance of Public Elementary School Teachers
DOI:
https://doi.org/10.54536/ajahs.v5i4.8706Keywords:
Human Resources Management, Performance Management Systems, Strategic Plan, Zambia to Personal Performance, Teacher Burnout, Work-Life BalanceAbstract
Teachers often shoulder heavy workloads, large class sizes, and diverse students’ needs, leading to burnout not just as personal fatigue, but as a barrier to delivering quality education. This study examines the level of burnout and personal performance of public elementary school teachers in the Kitaotao II District, Division of Bukidnon. Specifically, it determined respondents’ level of burnout attributes with regard to emotional exhaustion, depersonalization, and personal accomplishment; respondents’ assessment of their personal performance in terms of work-life balance, job satisfaction, commitment, and motivation; and the significant relationship between teachers’ attributes of burnout and personal performance. Using a descriptive-correlational research design, data were gathered through complete enumeration from fifty-five public school elementary teachers. The study used an adopted Maslach Burnout Inventory to measure emotional exhaustion, depersonalization, and personal accomplishment, while a researcher-made questionnaire was used to assess personal performance. The findings revealed that respondents experienced low burnout, characterized by low emotional exhaustion, low depersonalization, and high personal accomplishment. Their performance was generally positive, with motivation emerging as the strongest aspect. The results also revealed a significant negative relationship between personal accomplishment and performance. Emotional exhaustion was likewise found to have a significant relationship with performance, showing a positive association with organizational commitment. The study concludes that while burnout levels were not high, burnout still has an influence on teachers’ performance. Targeted interventions such as mentorship, workload management, and professional development are recommended to support teacher well-being and effectiveness.
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Copyright (c) 2026 Mildred Elaine G. Yaba, Nick C. Pañares, Gerlinda G. Corpuz, Jovit D. Comon
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