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Factors Affecting Social Science Teachers' Burnout in Selected State Universities in The Philippines
Factors Affecting Social Science Teachers' Burnout in Selected State Universities in The Philippines
Factors Affecting Social Science Teachers' Burnout in Selected State Universities in The Philippines
Volume 4 Issue No. 2 ASIA Pacific Higher Education Research Journal 29
the four walls of classrooms. Additionally, disruptive behavior and autonomous
teachers also have their fair share of job motivation (Fernet, Guay, Senecal, & Austin,
stress and pressure in their workplace. For 2012), and disrespect (Hastings & Bham,
instance, teaching demands more time and 2003).
energy but with fewer resources available
brought about by social, political and To Dworkin (2001), it is imperative to
economic constraints. As a result, teachers, explain burnout from both the psychological
in most cases encounter reality shock when and sociological perspectives so that
gap between expectations and life in the appropriate intervention program may be
classroom is realized, leading to “a syndrome made at the personal and structural level. The
of emotional exhaustion, depersonalization observation set by Dworkin (2001) backed
and reduced personal accomplishment” by dearth of studies explaining burnout as
which Brouwers and Tomic, (2000), stress indicator helped shape this study.
Friedman (2000) and Hastings et.al. (2004) From psychological vantage point, burnout
defined as burnout. is a failure to cope with job stress (Dworkin,
Saha & Hill, 2003) and thus manifests itself in
Burnout is a stage of stress that many emotional exhaustion which can then lead to
of the teachers potentially go through at loss of a sense of personal accomplishment
different stages in their lives. But what causes and a tendency to depersonalize relations
burnout? In a recent study, Ghanizadeh and (Maslach & Jackson 1981). Due to the
Jahedizadeh (2015) reviewed 30 studies nature of a teachers’ role, (dealing with
regarding teacher burnout to find the students), they tend to look at their students
most salient sources and ramifications of as indicators to measure their lost sense of
this syndrome. Age, work pressure, lack accomplishment. Consequently, strategies to
of parental interest, reduced self-esteem, address burnout are individualistic, which
unpleasant classroom environment, intend to help teachers be more resilient and
student disrespect, role overload, teacher to better cope with stress.
misjudgment, student misbehavior, lack
of shared decision-making, pedagogical In the sociological perspective, it
barriers, demonization, pupil’s lack of is conceptualized as a form of alienation
motivation, personality types, role conflict, involving the dimensions described by
lack of sociability, lack of received mindfulness Seeman (1959; 1975 in Signe, Rayce &
intervention, lack of time to prepare lessons, Holstein, 2009) including “powerlessness”
number of students, and poor aspirations or the relative lack of control over the events
were among the most detrimental sources of on one’s life of work; “meaninglessness” or a
burnout. Several studies also indicated that sense that one’s actions and the social world
teacher burnout is under the influence of a in which one operates are either absurd
host of individual and organizational factors or incomprehensible; “normlessness” or
such as student misbehavior, demonization, a “Durkheimian view” in which the rule
lack of shared decision-making, workload, will not provide one with socially desired
pedagogical barriers (Domenech & Gomez, ends, “isolation” or the sense that one is
2010), self-efficacy (Evers, Brouwers, & alone, perhaps unwelcome and but at least
Tomic, 2002; Skaalvik & Skaalvik, 2010), estranged from others, and “estrangement”
unpleasant emotions from judgments reflecting two dimensions “cultural
teachers make regarding student behaviors estrangement” and “self-estrangement.
(Chang, 2009), role overload, work pressure,
classroom environment, and self-esteem For the purpose of this study, the
(Dorman, 2003), personality types and researcher utilized the psychological
emotional intelligence (Unaldi, Bardakci, definition which views burnout as a
Dolas, & Arpaci, 2013), changes in teachers’ failure to cope with stress and sociological
perceptions of classroom overload, students’ definition which views burnout as the result
30 ASIA Pacific Higher Education Research Journal Volume 4 Issue No. 2
of the conjoined effects of powerlessness, c. Human Relation factors
meaninglessness, normlessness, isolation d. Physical Environment factors
and estrangement. This research also e. Out-of-School Related factors
focused on teachers, particularly the Social
Science teachers as one of those who suffer 3. What intervention program can
from stress. When work stress results be proposed for the Social Science
in teacher burnout, it can have serious teachers in the selected State
consequences for the health, happiness, to Universities in the Philippines
the students, co-teachers and families they based on the results of the study?
interact with everyday. To highlights teacher
burnout which is sensitive to the present
organizational milieu and to the culture of Framework of the Study
Filipino learners, this research made use
of the instrument developed and validated There a numbers of factors associated
by Batulan in 2003. The Teacher Burnout with teacher burnout. These maybe
Intervention Program (TBIP) is develop categorized as job assignment factors,
based on the identified factors affecting organizational factors (in a form of alienation
Social Science teachers in the selected State including powerlessness, meaninglessness,
Universities in the Philippines which may normlessness, isolation and estrangement
either individual or organization directed (Seeman, 1959, 1975 in Signe et al.,
intervention program. 2009), human relation factors, physical
environment factors and out-of-school
related factors experienced by Social Science
Purposes of the Research teachers, which are considered possible
reasons of teacher burnout. Burnout may
This study aimed to determine the begin with exhaustion followed by reduced
factors affecting Social Science teachers’ self-efficacy and then pessimistic views and
burnout in selected State Universities in negativity perceptions of teachers toward an
the Philippines as input to the development assigned tasks. Eventually this may lead to a
of an intervention program to address number of serious consequences.
burnout among the teacher-respondents.
Particularly, it sought to answer the following Given the factors associated with the
questions: level of burnout, a burnout intervention
program will be developed at the following
1. What is the level of burnout levels: a) individual and b) organizational.
as experienced by the Social
Science teachers in selected State
Universities in the Philippines in Methodology
terms of:
a. Reduced Self-Efficacy Research Design
b. Exhaustion
c. Pessimism and Negativity This study employed descriptive
Towards Others and Work research design using quantitative method.
This design was used to determine the
2. What are factors affecting the factors affecting Social Science teachers
level of burnout as experienced burnout in the selected State Universities
by the Social Science teachers in in the Philippines. Based on the results,
selected State Universities in the the researcher proposed a teacher burnout
Philippines? intervention program for the Social Science
a. Job Assignment factors teachers.
b. Organizational factors
Volume 4 Issue No. 2 ASIA Pacific Higher Education Research Journal 31
6
PESSIMISM AND
REDUCED NEGATIVITY
SELF-EFFICACY TOWARDS OTHERS
EXHAUSTION AND WORK
- comes to class unprepared
- has sleeping problems - lacks motivation to try new
(difficulty sleeping or excessive teaching approaches - has lost interest in teaching
sleeping) - poorly complies to school - uses poor teaching strategies
- has changed eating habits activities - gets bored easily
(missing meals, eating at - alienates or withdraws oneself - apathetic (uninvolved,
irregular interval) - evaluates self poorly unaffected, unattached)
- has low body resistance to - says no to assignments - emotionally impulsive
colds & flu - feels inability to influence - experiences frequent moods
- manifests psychosomatic others as an agent of change swings
ailments like frequent - does not follow work schedules - less tolerant of classroom
migraine, headaches, nausea, (disorganized) disruptions
dizziness, skin digestive and - unable to meet deadlines
respiratory problems - uncooperative in group work
- has diminished memory recall - emotionally insensitive
- enjoys increased overtime and - shows fear of responsibility
skips holidays and vacations - feels emotionally empty at the
- has strained family end of the day
relationships
FACTORS OF BURNOUT
PSYCHOLOGICAL
(emotional exhaustion, loss of sense personal
accomplishment, depersonalization)
Figure 1 Factors Associated with the Level of Burnout among the Social Science Teachers
Figure 1. Factors Associated with the Level of Burnout among the Social Science Teachers
Participants Gender
Volume 4 Issue No. 2 ASIA Pacific Higher Education Research Journal 33
Table 1
Level of the Social Science Teachers Burnout on Component 1-Reduced Self-Efficacy (N=54)
Legend: 4.50-5.00 Always true of me; 3.50-4.49 Oftentimes true of me; 2.50-3.49 Sometimes true of me; 1.50-2.49
Seldom true of me; 1:00- 1.49 Never true of me
* - item with the highest mean
** - item with the lowest mean
34 ASIA Pacific Higher Education Research Journal Volume 4 Issue No. 2
State Universities in the Philippines in task experience may provide a crucial
terms of: source of information for individuals
to judge their self-efficacy in relation
A. Reduced Self-Efficacy to a specific task. More specifically,
positive task experience may enhance
An examination of Table 1 reveals an individual’s self-efficacy, whereas
that the general level of burnout as negative task experience may lessen
experienced by Social Science teachers it (Bandura, 1997; Bandura & Locke,
in the selected State Universities in the 2003 in Chiou & Wan, 2007).
Philippines with regard to Component
1-Reduced Self-Efficacy were found to It can be inferred that the Social
be having an average level of burnout Science teachers in the selected State
as indicated by a mean score of 45.25. Universities in the Philippines still have
The findings also show that there were a high perception or evaluation of one’s
23 items in Component 1-Reduced Self- self, particularly one’s competence and
Efficacy that were rated Seldom true of one’s ability to cope with challenging
me and 3 items were rated Never true or threatening demands of teaching
of me. A person with reduced self- profession. They do not feel alienated in
efficacy has lower evaluation of one’s their work. In addition, they are willing
self, confidence to perform specific to be involved in the policy-making so
tasks and ability to cope with the that their voices can be heard, shared
challenging or threatening demands of their ideas for the achievement of the
teaching. Since the interpretation for mission and vision of the selected State
Reduced Self-Efficacy among teachers Universities. This result shows that
is average (range is from very high since the interpretation for Reduced
burn out to high, average and very low) Self-Efficacy among teachers is average
this means that Social Science teachers (range is from very high burn out to
may still feel the sense of achievement high, average and very low) this means
and satisfaction in their work and in that Social Science teachers may still
other things that they do. It is possible feel the sense of achievement and
that they still have moderate feeling of satisfaction in their work and in other
self-efficacy. things that they do.
Volume 4 Issue No. 2 ASIA Pacific Higher Education Research Journal 35
Table 2
Level of the Social Science Teachers Burnout on Component 2-Exhaustion (N=54)
15 I find myself continually having no time (or little time) for food breaks (i.e. coffee or tea 2.11 Seldom true of me
breaks).
19 My recurrent colds and flu maybe brought about by too much work in school. 2.13 Seldom true of me
24 Due to over work preoccupation in school, I tend to forget personal concerns (i.e. birthdays, 2.26 Seldom true of me
anniversaries, payment of bills) or professional appointments.
29 I use lunch breaks to catch up with paper work in school. 2.43 Seldom true of me
33 I feel totally indispensable to school that I hardly say no to working on scheduled vacations 2.06 Seldom true of me
and/or weekends.
37 The many committee work, class preparations and meetings I have to attend cost my health. 1.78** Seldom true of me
41 I miss out eating meals due to urgent meetings or unexpected demands. 2.20 Seldom true of me
43 After working for the whole day, I tend to oversleep. 2.17 Seldom true of me
46 Too much school responsibilities in school keep me from having quality time for my 2.02 Seldom true of me
family.
Total 26.39 AVERAGE
BURNOUT
Legend: 4.50-5.00 Always true of me; 3.50-4.49 Oftentimes true of me; 2.50-3.49 Sometimes true of me; 1.50-2.49
Seldom true of me; 1:00-1.49 Never true of me
* - item with the highest mean
** - item with the lowest mean
36 ASIA Pacific Higher Education Research Journal Volume 4 Issue No. 2
forward for students, while enduring towards students and other people and
other source of stress, is enough to did not develop feeling of insecurity
enable the most dedicated educator’s towards their position. They still develop
resolve. That’s when it’s time to take a confidence and positive attitude to cope
new look at managing the psychological with the teaching profession.
trials of school life.
The item with the highest mean
C. Pessimism and Negativity Towards (3.15, sometimes true of me) is Item 1, I
Others and Work easily flare-up when hearing students
foul language or impolite responses.
The level of burnout under This means that hearing students’
Component 3-Pessimism and Negativity foul language or impolite responses is
Towards Others and Work of all Social the highest manifestation of teacher
Science teachers in selected State burnout in Component 3-Pessimism and
Universities also fall under the average Negativity towards Others and Work
level of burnout with a grand mean of among the Social Science teachers in
17.12. As indicated the Social Science the selected State Universities in the
teacher respondents perceived 7 items Philippines.
as Seldom true of me and 1 item was
rated as Sometimes true of me. It was also emphasized in
Obias’ (2005) study that even though
The result means that the Social employees have been constantly
Science teachers have an average level of cautioned to separate personal life
burnout as to the pessimistic views and from professional, such problems are
negative perceptions of Social Science unconsciously manifested. This situation
teachers toward assigned tasks. Since is very important in the case of teachers
their level is merely average, teachers did who are expected to be role models at
not develop negative, cynical attitudes all times. Students may assimilate the
Table 3
Level of the Social Science Teachers Burnout on Component 3-Pessimism and Negativity Towards Others
and Work (N=54)
Legend: 4.50-5.00 Always true of me; 3.50-4.49 Oftentimes true of me; 2.50-3.49 Sometimes true of me; 1.50-2.49
Seldom true of me; 1:00-1.49 Never true of me
* - item with the highest mean
** - item with the lowest mean
Volume 4 Issue No. 2 ASIA Pacific Higher Education Research Journal 37
Table 4
Summary of the General Level of Burnout as Experienced by the Social Science Teachers in Selected State
Universities in the Philippines
L E V E L OF B U R N O U T
Component 1 Component 2 Component 3
38 ASIA Pacific Higher Education Research Journal Volume 4 Issue No. 2
Table 5
Summary of Responses of the Social Science Teachers on the Different Factors of Burnout (N = 54)
Legend: 4.50-5.00 Extremely Stressful (ES); 3.50-4.49 Very Stressful (VS); 2.50-3.49 Moderately Stressful (MS);
1.50-2.49 Fairly Stressful (FS); 1:00-1.49 Not Stressful (NS)
Table 6
Correlation of Component 1-Reduced Self-Efficacy and the Factors of Social Science Teachers Burnout
Volume 4 Issue No. 2 ASIA Pacific Higher Education Research Journal 39
Table 7
Correlation of Component 2 Exhaustion and the Factors of Social Science Teachers Burnout
Table 8
Correlation of Component 3-Pessimism and Negativity Towards Others and Work and the Factors of Social
Science Teachers Burnout
Table 7 shows that the factors This implies that the factors of burnout
of burnout such as job assignment, may affect the pessimistic views and
organizational, human relation, physical negative perceptions of the Social
environment and out-of-school related Science teachers towards others and
factors have significant relationship with assigned tasks. The result of this study is
the Social Science teachers’ burnout related in the study of Munsayac (2009)
under Component 2-Exhaustion. In where she found out that in relationship
other words, factors of burnout affect between level of burnout and job-related
Social Science teachers’ burnout in stressors, job conditions (r =–.391)
certain aspects. The result of this study is significantly related to burnout in
is related to the study of Munsayac terms of depersonalization equivalent
(2009) where she found out in her study to pessimism and negativity towards
that the relationship between level of others and work, in this study.
burnout and job-related stressors, job
conditions (r = –.486) is significantly 3. A Proposed Teacher Burnout
related to burnout in terms of emotional Intervention Program for the Social
exhaustion. Science Teachers in the Selected State
Universities in the Philippines
Table 8 shows that the
findings reflect that job assignment, I. Program Description
organizational, human relation and out-
of-school related factors have significant The Teacher Burnout Intervention
relationship with teacher burnout Program (TBIP) is being proposed to
under Component 3-Pessimism and address the phenomenon of burnout
Negativity towards Others and Works. among Social science teachers both at the
40 ASIA Pacific Higher Education Research Journal Volume 4 Issue No. 2
have limited time and resources to
personal level and at the organizational/ provide comprehensive individual
structural levels. This Teacher Burnout support for teachers especially for
Intervention Program (TBIP) for the the Social Science teachers who
Social Science teachers considered the are suffering or might suffer from
three distinct dimensions of burnout varying level of burnout. It is therefore
namely: Component 1- Reduced Self- important to address the phenomenon
Efficacy, Component 2-Exhaustion and of burnout both at the individual and at
Component 3-Pessimism and Negativity the institutional levels.
Towards Others and Work. The program
also takes into consideration the III. Working Assumptions of the Program
findings of the study particularly the
significant association of Job assignment This proposed intervention
factors, organizational factors, human program rests on the following
relation factors, physical environment assumptions:
factors and out-of-school related
factors to Component 2-Exhaustion and 1. Burnout, whether it is considered
Component 3-Pessimism and Negativity a syndrome or a phenomenon
Towards Others and Work. should be given proper attention
because it affects the performance
II. Program Rationale level of the individuals.
Volume 4 Issue No. 2 ASIA Pacific Higher Education Research Journal 41
IV. Goal of the Program 2. develop strategies on managing
teacher burnout at the personal
Based on the identified factors and organizational levels
affecting Social Science teachers burnout
in the selected State Universities in 3. recommend appropriate programs
the Philippines, this teacher burnout and policies to address burnout
intervention program (TBIP) is hereby among Social Science teachers
designed. Specifically, it aims to:
V. The Teacher Burnout Intervention
1. reduce and minimize experiences Program (TBIP): Content and
of burn out among Social Science Framework 22
teachers
V. The Teacher Burnout Intervention Program (TBIP): Content and Framework
TEACHER BURNOUT
INDIVIDUAL LEVEL ORGANIZATIONAL LEVEL
Job Assignment Factors
‐ Clearly defined responsibilities Job Assignment Factors
- Reduction of paper works
‐ Create a time management plan - Developing a clear defined job description
‐ Setting goals/priorities and commitment and expectations
plan actions and assess progress - Accountability through admin. meetings
Organizational Factors and involvement with each other’s work
- Effective Time Management Training
‐ Attitude change Organizational Factors
‐ Engaging in dialogue / involvement - Discuss and resolve perceived inequalities
‐ Equality of treatment in the workplace in the job through policies and programs
- Reorganization / New Structure
Human Relation Factors
- Development of values in organizational
‐ Cooperation with clients culture,
‐ Participation in decision making - Feedbacking System
‐ Conflict resolution Human Relation Factors
- Emphasize staff development
‐ Peer support - Establish and maintain open lines of
‐ Classroom management and communications / Class Discipline
instructional skills Workshop
‐ Communication skill training - Development of effective social support
- Consultation with employees / teachers
Physical Environment Factors - Employee/teacher participation in decision
‐ Creativity, flexibility, resourcefulness making concerning changes
‐ Adaptive Skill Training / Environmental Physical Environment Factors
- Provide adequate resources and facilities
Adjustment Training to support instructional practice
Out-of-School Related Factors - Maintain regular class size (proper
‐ Active‐coping strategies‐focused on the scheduling of room assignment
problem - Supervising and motoring regularly the
repair and maintenance of school facilities
‐ Personal Counseling, Relaxation - Campus site development
Techniques Out-of-School Related Factors
‐ Join a small support group PROPOSED - Health and Wellness Program
INTERVENTION PROGRAM ‐ Employee Assistance Program
*Note: The Teacher Burnout Intervention Program (TBIP) only shows the content and framework of the program. Please
see the Appendix for details
42 ASIA Pacific Higher Education Research Journal Volume 4 Issue No. 2
Conclusion and Recommendations The over-all research concluded
that the while Social Science teachers
This study aimed to determine the in the selected State Universities in the
factors affecting Social Science Teachers’ Philippines may have experienced burnout
Burnout in Selected State Universities in the only on the average, it is important that
Philippines as inputs to the development of burnout among teachers be addressed
an intervention program to address burnout by the Institutions (SCUs) through a
among teacher-respondents. comprehensive intervention program to
avoid further escalation of the level of
In summary, the Social Science burnout to either “high burnout” or “very
teachers’ perception on the general level of high burnout”. It is also important to address
burnout in the selected State Universities burnout at an earlier stage of manifestation.
in the National Capital Region (NCR) in the Both personal and situational factors are
three distinct components: Component significant in the study of burnout. Burnout
1-Reduced Self-Efficacy, Component behavior and or phenomenon be analyzed
2-Exhaustion and Component 3-Pessimism and understood from both the individual
and Negativity Towards Others and Work (psychological) and organizational/
as measured by the Teacher Burnout structural (sociological) point of view. This
Instrument (TBI) was found to be average. means that burnout should not only be
With an overall mean () of 2.99 implies understood in terms of individual’s inability
that the different factors of burnout, in to cope with the pressures but also in
general, makes the Social Science teacher- terms of its organizational and structural
respondents Moderately Stressful (MS). roots. Similarly, proposed intervention
The identified factors of burnout are job program to be implemented should have
assignment, organizational, human relation, multidimensional (both personal and
physical environment and out-of-school organizational) dimensions. It means that
related factors have individual/personal the program should incorporate activities
and organizational dimension. Factor such which will capacitate individual to effect
as job assignment may appear to be at the change.
personal level, which means that “inability to
perform a job assignment” can be attributed It is also recommended that the state
to the individual. But it is also possible that universities should adapt the proposed
assignment of job that causes burn out maybe Teacher Burnout Intervention Program
attributed to poor the organization’s poor (TBIP) taking into considerations the
system of job assignment such as” teaching factors affecting Social Science teachers’
assignment not related to specialization”, burnout and look into suitable strategies
a product of mismatch. The factors such or activities both for individual and for
as job assignment, organizational, human the organization in their institutions
relation, physical environment and out-of- (SUC 1-SUC 5). The proposed burnout
school related factors are not significantly intervention program is also necessary
associated with the level of Social Science because most of the State Universities
teachers’ burnout on Component 1-Reduced have limited time and resources to provide
Self-Efficacy. However, job assignment, comprehensive individual support for
organizational, human relation, physical teachers especially for the Social Science
environment and out-of-school related teachers who are suffering or might suffer
factors are significantly associated with the from varying level of burnout. Moreover,
level of Social Science teachers’ burnout on the researcher recommended the following:
Component 2-Exhaustion and on Component 1) individual/personal - setting goals/
3-Pessimism and Negativity Towards Others priorities and commitment, engaging in
and Work. dialogue/involvement or participation in
decision-making, equal treatment, conflict
Volume 4 Issue No. 2 ASIA Pacific Higher Education Research Journal 43
resolution, environmental adjustment, systems. However, this intervention program
active coping strategies; 2) organizational attempts to address both.
- developing a clear defined job description
and expectation, accountability, discuss Finally, this research also envisions to
and resolve perceived inequalities in study burnout among the administrators,
the job through policies and programs, deans, heads and even presidents of
establish open lines of communications, the different state universities in the
feedbacking system, emphasize staff Philippines and also in other Asian
development, provide adequate resources universities. Future researchers may also
and facilities to support instructional widen the scope of similar studies by doing
practice, health programs; 3) the teacher comparative studies between private and
burnout intervention program formulated public universities in the Philippines.
should be sent to the selected state █ █ █
universities in the National Capital Region
(NCR) for consideration and possible
implementation. 4) a similar study may References
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46 ASIA Pacific Higher Education Research Journal Volume 4 Issue No. 2
Appendices
Appendix A
Appendix B
Volume 4 Issue No. 2 ASIA Pacific Higher Education Research Journal 47
48
Appendix C
A. Job
Assignment
Component 42.25 AVERAGE Factors
1 Level of - the task
Reduced Burnout performed by the
Self- Social Science
teachers in the
Efficacy
selected State
N=54 Universities which
caused heating up,
boiling and
eventually
exploding to
burnout.
Component 26.39 AVERAGE 1. Voluminous / System / TRAININGS
2 Level of endless paper Administration
Exhaustion Burnout work Effective Time Management Training Beginning of Social Spending
N=54 / Urgent reports To help the semester Science time wisely
/ time pressure teachers Suggested topics to be discussed: teachers,
in meeting especially the Heads, Well-planned
deadlines (e.g. Social • Record and Analyze your Time Administrators life style
submission of Science • Effective Use of Time Invited
grades, teachers to • Delegate resource
evaluation better utilize • Running an Effective Meeting person/
Component 17.12 AVERAGE forms, etc. time • Plan your Time facilitator
3 Level of
Record And Analyze What Did You Do Yesterday?
Issue No. 2
N=54 4. Highlight in:
o Red activities not helpful in meeting your
objectives.
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repair and maintenance of university
facilities
Factors of Objectives Methods / Strategies / Activities / Time Frame Clientele Characteristics of
Highly Performing
Burnout Training / Workshop / Program Social Science
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Teachers
E. Out-of-School
Related
Factors
- refer to outside or
beyond the school
factors that the Social
Science teacher
respondents
experienced like
personal, family,
health and social
obligations.
1. Health System / PROGRAM
problems Administration
Health and Wellness Program
Reduce Whole Year Administrator Frequent and
lifestyles- Suggested topics to be discussed: Round s regular
related Department physical
diseases like 1. Physical Activity and Fitness Heads exercise
hypertension, Social boost the
stroke, heart Types of exercise like Science immune
diseases, - flexibility exercise (stretching, improve the teachers, system and
osteoporosis, range of motion of muscles and joints) Co- helps prevent
asthma, - aerobics exercise (cycling, swimming, teachers diseases
depression, jumping rope, running, hiking, playing Invited such as heart
back pain tennis, focus on increasing cardiovascular resource disease,
and other endurance) person cardiovascula
disabilities - anaerobic exercise (such as weight r disease,
training, functional training, sprinting, diabetes and
increase short-term muscle strength) obesity
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Exercise trends sex appeal
or body
image
Sample Routine Exercise
Issue No. 2
2. Proper Nutrition
Volume 4
A. Health Eating Guide
Grow Foods
dairy 1 glass, seafoods,
meat & poultry, dried beans,
nuts & eggs 3-4 servings
Glow Foods
vegetables 3 servings,
fruits 2-3 servings
Go Foods
rice, corn, root crops, bread, noodles
5-8 servings
Drink Water
water & beverages, 8-10 servings
Exercise
B. Health Diet
Day 1 All Fruits: Except Banana
Suggestion; Consume lots of Melon
Watermelon & Loupe
Day 2 All Vegetables
All Raw or Cooked Vegetables
of your choice. Start a day with a
large baked potato for breakfast
Day 3 A Mixture of Fruits and Vegetables
of your choice. Any amount, any
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8 Bananas & 3 glasses of milk
Day 5 Beef and Tomatoes
10 oz portions of lean beef
Hamburger is OK combine with 6
whole tomatoes, increase water
intake
Day 6 Beef and Vegetables
Eat to your heart contents
Day 7 Brown rice, fruit juice
All vegetables you care to consume
*Adopted from the Daily Nutritional Guide Pyramid of the Food and
Nutrition Research Institute
Other Strategies:
Issue No. 2
Repeat the exercise in 8 sets with 3
repetitions or:
Closing one’s eyes; counting backwards
from ten to one; inhaling while saying to
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oneself,
“I am…,” and exhaling while saying “…calm
and relaxed.”
2. Family System / ACTIVITIES
problems (e.g. Administration
affairs, and Individual
finances, roles
as husbands, Understand “Who Decides” As the need Social Every
wife, etc.) that family arises Science member of
has Procedure teachers the family has
significant a role and
role in our life 1. Fill in “Who Decides” column with the name task to be
of the person in your family who makes done to solve
decision. family
2. Indicate in the second column the person in problems
your family who you think should make the
decision.
3. Then, analyze and make a report
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solving hunters.
Learn to 2. The pen is formed by other teachers by
accept joining hands
challenges as 3. The pig tries to force his / her way out of the
part of the pen by stepping over, crawling under, or
daily living breaking through his / her hunters’ arms
struggles 4. The hunters keep their hands joined and
moved their bodies back and forth to prevent
the pig to escape
5. The hunters must not directly hold their
captive
6. When the pig finally escapes, the hunters
pursue him. The first hunter to make the tag
becomes the new pig and the game starts
again
Positive Negative
Issue No. 2
personal problems.
The group of teachers will answer the
following questions in a sheet of paper.
1. What do I usually do each time I
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encounter personal problems which
are sometime too difficult to handle?
Other Strategies:
2. Keep communicating.
3. Look at the problem in different point of
view to come up with possible solutions
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