Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 5 no. 10 (2024)

Teacher’s Workload in Relation to Burnout and Work Performance

Santi A. Magtalas

Discipline: Teacher Training

 

Abstract:

Teaching is a rewarding yet demanding profession. While it brings immense joy when teachers experience fulfillment from achieving their goals, the wide range of responsibilities it entails can lead to exhaustion. This descriptive-correlational study explored the relationship between teachers' workloads, burnout levels, and work performance of permanent elementary school teachers from the Masinloc District, Division of Zambales. Using standardized instruments and the teachers’ Individual Performance Commitment and Review Form (IPCRF) ratings, data gathered were analyzed using descriptive and inferential statistics. The findings showed that teachers reported a high perception of work/role over-load and experienced significant burnout, particularly regarding career satisfaction and attitudes toward students. Moreover, a strong positive relationship was found between burnout levels and work/role overload. Despite these challenges, teachers maintained high performance, which can be attributed to their dedication and commitment to their profession.



References:

  1. Acosta, S. & Torneo, H. (2023). Keeping the Fire Alive: Filipino Teachers’ Motivations for Staying in the Profession. Asia-Pacific Journal of Human development and Fair-ly Studies (AHEAD), 2(2): 73-89.
  2. Admiraal, W., Schenke, W., Jong, L. de, Em-melot, Y., & Sligte, H. (2021). Schools as professional learning communities: What can schools do to support professional development of their teachers? Profes-sional Development in Education, 47 (4), 684-698. https://doi.org/10.1080/19415257.2019.1665573.
  3. Arbia, G., Carbone, A., Stanzuone, I., & Szpunar, G. (2023). The Work-Related Stress and Well-Being of Teachers—An Exploratory Study within Primary Schools in Italy. Educ. Sci., 13(5): 505. https://doi.org/10.3390/educsci13050505.
  4. Beck, J.L. (2017). The Weight of a Heavy Hour: Understanding Teacher Experiences of Work Intensification. McGill Journal of Education, 52 (3): 617-636.
  5. Brann, E. (2017). How to Constitute a World. Paul Dry Books, Inc.
  6. Buskila, Y. & Chen-Levi, T. (2021). Intense Teaching Schedule in Israeli Teachers. Athens Journal of Education, 8 (3): 329-348.
  7. Cancio, E., Mathur, S. R., Estes, M. B., Johns, B., & Larson, R. (2016). How special educa-tors cope with the stress that comes from their positions: A quantitative study. The Annual Teacher Educators for Children with Behavior Disorders National Con-ference, Tempe, Arizona.
  8. Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psycho-logical impact of the Covid-19 epidemic on college students in China. Doi: 10.1016/j.psychres.2020.112934.
  9. Chirimi, D.O. (2016). The impacts of teachers’ workload allocation on teaching and learning effectiveness of science subjects in secondary schools: The case of Hanang district, Tanzania (Master’s thesis, Mzumbe University, Tanzania). http://scholar.mzumbe.ac.tz/bitstream/han-dle/11192/1991/MAED_Chirimi%2cO.D_2016.pdf?sequence=1
  10. Das, S., Halder, U., & Mishra, B. (2014). A Study on Academic Anxiety and Academic Achievement of Secondary Level School Students. Indian Streams Research Jour-nal, 4 (6): 01-05.
  11. David, CC., Albert, JR. G., Vizmanos, J.F. (2019). Pressures on Public School Teachers and Implications on Quality. https://pidswebs.pids.gov.ph/CDN/PUBLICATIONS/pidspnigov.pdf
  12. Ding, H.G. (2022). Prediction analysis of col-lege teachers’ happiness based on the graph convolutional network. Math Probl. Eng. 2022, 1-9. Doi: 101155/2022/9642743
  13. Gearhart, C. A., Blaydes, M. (2022). Barriers to and Facilitators for Teachers’ Well-being. Front Psychol, 13, 867433.
  14. Geronimo, F. & Campoamor-Olegario, L. (2020). Philippine Public-School Teach-ers’ Motivation, Workload Perception, and Stress Appraisal. International Jour-nal of Global Community, 3 (3): 231-246
  15. Glazer, S. & Liu, C. (2017). Work, Stress, Cop-ing and Stress Management. Oxford Re-search Encyclopedia of Psychology. https://doi.org/10.1093/acrefore/9780190236557.013.30.
  16. Gul, R., Tahir, T., Ishfaq, U., Batool, T. (2021). Impact of Teachers’ Workload on Their Time Management Skills at University Level. Indian Journal of Economics and Business, 20 (3): 819-829.
  17. Gul, R., Talat, M., Munitaz, M., Shaheen, L. (2021). Teachers’ Perception on Stu-dents’ Cultural and Linguistic Diversity and Its Impact on Their Approaches To-wards Culturally Teaching Practices. TESOL International Journal, 16 (32).
  18. Haynes, M., Brown, A., Nichols, K., & Musofer R.P. (2023). Measurement of student atti-tudes to science and association with inquiry-based learning in regional schools. International Journal of Sci-ence Education, 45 (8): 593-612. https://doi.org/10.1080/09500693.2023.2168138.
  19. Howes, L.M. & Goodman-Delahunty, J. (2015). Teachers’ Career Decisions: Perspectives on Choosing Teaching Careers, and on Staying or Leaving. Issues in Educational Research, 25 (1), 18-35.
  20. Iqbal, M., Farida, L., Win, L. (2023). The Influ-ence of Student Attitudes on Learning Achievement. Jurnal Ilmiah Ilmu Terapan Universitas, 7(2): 92-98.
  21. Jomuad, P., Antiquina, M., Cericos, E., Bacus, J., Vallejo, J., Dionio, B., Bazar, J., Cocolan, J., Clarin, A. (2021). Teachers’ workload in relation to burnout and work perfor-mance. International Journal of Educa-tional Policy Research and Review, 8(2), 48-53.
  22. Kaya, T. & Bicen, H. (2016). The effects of so-cial media on students; Facebook as a case study. Computers in Human Behav-ior, 59 (C): 374-379. doi: 10.1016/j.chb.2016.02.036.
  23. Kececi, B., and Kara, S. (2023). Why do Teach-ers Leave the Profession: A Case Study. International Journal of Education Re-search Review, 773-787.
  24. Kilag, O., Agtud, R., Uy, F., Alvez, G., Zamora M., Canoy, C., Sason, JM. (2023). Exploring the relationships Among Work Motiva-tion, Job Satisfaction, Administrative Support, and Performance of Teachers: A Comprehensive Study. International Journal of Scientific Multidisciplinary Re-search (IJSMR), 1(3): 239-248.
  25. Lavy, S. (2022). A meaningful Boost: Effects of Teachers’ Sense of Meaning at Work on Their Engagement, Burnout, and Stress, 8(1): 1-14. https://doi.org/10.3886/E160441VI
  26. Lawrence, D. F., Loi, N. M., & Gudex, B.W. (2019). Understanding the relationship between work intensification and burn-out in secondary teachers. Teachers and Teaching: Theory and Practice, 25(2), 189-199. https://doi.org/10.1080/13540602.2018.1544551.
  27. Low, E.L., Goh, S.E., Tan, J. (2022) The Future of Work in Education: Teachers’ Profes-sional Commitment in a Changing World. New England Journal of Public Policy, 1 (8).
  28. Mardiana, F.M. & Ningsh, N.Y. (2023). Cooper-ative Learning Model on Atomic Struc-ture Material and Its Influence on the Sci-entific Attitudes of Class X Students at Senior High School. In Set Ed, 4 (1): 23-29.
  29. Olsen, A., Huang, F. (2018). Teacher job satis-faction by principal support and teacher cooperation: Results from the Schools and Staffing Survey. Education Policy Analysis Archives, 27(11). http://dx.doi.org/10.14507/epaa.27.4174
  30. Ren, Z., Zhang, X., Sun Y., Li, X., & Liu, H. (2021) Relationships of professional identity and psychological reward satis-faction with subjective well-being among Chinese nurses. J. Nurs Manag. 29: 1508-1516. Doi: 10.0000/jonm.13276, PMID: [PubMed] [CrossRef] [Google Scholar]
  31. Rotas, E. (2020). Workload Stress and Results-Based performance of Multigrade Teach-ers. Journal of Studies in Education ISSN, 10 (2): 2162-6952
  32. Sekerci, R. (2020). Reasons for NOT Choosing the Profession of Teaching: A Case Study on Organizational Loneliness-Commitment. Ministry of National Educa-tion, 9 (1): 76-85.
  33. Shaw, J., Newton, J. (2014). Teacher Retention and Satisfaction with a Servant Leader as Principal. Education, 1 (35), 101-106.
  34. Storch, J., Jing, W., & Ittersum, K. V. (2020). Propelling pride to promote healthy food choices among entity and incremental theorists. Appetite, 155:104841, doi:10.1016/jappet.2020.104841
  35. Sy, Doan, et.al (2023). Teacher Well-Being and Intention to Leave. Findings from the 2023 State of the American Teacher Sur-vey. RAND American Educator Panel. https://www.rand.org/pubs/research_reports/RRA1108-8.html
  36. The Teachers Union. https://www.nasuwt.org.uk/advice/conditions-of-service/workload/tackling-excessive-teacher-workload-england-wales.html
  37. Thompson, G., Creagh, S., Stacey, M. et al. Researching teachers’ time use: Com-plexity, challenges and a possible way forward. Aust. Educ. Res. 51, 1647–1670 (2024). https://doi.org/10.1007/s13384-023-00657-1
  38. Turner, Kristina, and Susanne Garvis (2023). "Teacher Educator Wellbeing, Stress and Burnout: A Scoping Review" Education Sciences 13, no. 4: 351. https://doi.org/10.3390/educsci13040351
  39. Veloo, A., Nor, R., & Khalid, R. (2015). Atti-tudes towards Physics and Additional Mathematics Achievement towards Phys-ics Achievement. International Education Series, 8, 35-43. https://doi.org/10.5539/les.v8n3p35.
  40. Wacjman, J. (2014). Pressed for Time. The Ac-celeration of Life in the Digital Capital-ism. University of Chicago Press.
  41. Wang, J, & Bai, B. (2023). Whose goal empha-ses play a more important role in ESL/EFL learners’ motivation, self-regulated learning and achievement?: Teachers’ or parents’ . Research Papers in Education, 38(4), 520-542. https://doi.org/10.1080/02671522,2022.2030395.
  42. Wang, J., Bai, B., & Nei, Y. (2023). Examining the role of perceived classroom goal structures and parents’ goals in ESL/EFL learners’ achievement goals, engagement and achievement. Scandinavian Journal of Educational Research, 67(5): 820-836. https://doi.org/10.1080/00313831.2022.2070928.
  43. Werang, B. (2018). The effect of workload, individual characteristics, and school cli-mate on teachers’ emotional exhaustion in elementary schools of Papua. Jurnal Cakrawala Pendidikan, 37 (3): 457-469. doi: 10.21831/cp.v38i3.20635.
  44. Wijaya, B. J. & Prastuti, E. (2021). The Contri-bution of Workload and Stress towards Burnout in Special Needs Teachers. KnE Social Sciences, 263-283. doi: 10.18502/kss.v4i15.8215
  45. Xue, Danni, Binghai Sun, Weijian Li, Xinwei Li, and Weilong Xiao (2024). "The Relation-ship between Resiliency, Psychological Empowerment, and Teacher Burnout across Different Genders: A Psychological Network Analysis" Behavioral Scienc-es 14, no. 10: 878. https://doi.org/10.3390/bs14100878
  46. Zydzinnaite, V., Kontrimiene, S., Ponomaren-ko, T., & Kaminskiene, L. (2020). Chal-lenges in Teacher Leadership: Workload, Time Allocation, and Self-Esteem. Euro-pean Journal of Contemporary Education, 9 (4): 945-962.

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic