Burnout Level of Teachers as a Basis for a Wellness Initiative: A Multi-Method Study
DOI:
https://doi.org/10.54536/ari.v4i2.8217Keywords:
Emotional Exhaustion, Project Balance, School-Based Wellness Initiative, Teacher Burnout, Teacher Well-BeingAbstract
The increasing number of instructional, administrative, and organizational requirements that negatively impact the welfare and performance of teachers has made teacher burnout a leading issue. The present research aimed at identifying the levels of burnout among teachers and creating a wellness program based on the school environmental contexts and utilizing a mixed-method approach for conducting research. Quantitative data were collected from 106 teachers in Bunawan National High School through total enumeration via the Maslach Burnout Inventory – Educators Survey. Qualitative data were gathered by conducting group discussions involving selected teachers to learn about their experiences and job-related causes of their burnout. Descriptive and inferential statistics were applied in the process of information analysis, whereas thematic analysis was used to interpret qualitative responses. The results of the quantitative part of the research indicated that teachers face moderate emotional exhaustion, low depersonalization, and high personal achievement. Emotional exhaustion was found to be significantly different according to work experience, whereas depersonalization levels varied based on the teaching post held by a person. The qualitative part of the research revealed excessive workload, difficulties faced in the classroom, low provision of resources, poor implementation of policies, as well as insufficient organizational support among main causes of burnout among teachers. The combination of results of quantitative and qualitative parts of the research made it possible to come up with the Project BALANCE (Building Active Lifestyle and Nurturing Coping for Educators), which is a school-specific wellness initiative aimed at enhancing the well-being of teachers. The research demonstrates the significance of research-driven and school-specific programs in fighting against burnout and ensuring teachers` efficiency in their work life.
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