Teachers’ Burnout Levels and Coping Strategies in the Time of Pandemic: Basis for a Proposed Program to Manage Teachers Burnout
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Abstract
Using Maslach's Burnout Inventory Scale, this study examined the burnout levels of tertiary education teachers during the pandemic. The study employed a quantitative approach to describe the profile of 36 participants and determine the degree of burnout in three dimensions: emotional exhaustion, depersonalization, and reduced personal achievement using weighted mean, frequency, and percentage. In addition, the researchers conducted a focused group discussion (FGD) to add qualitative support to the study's findings. Furthermore, a T-test was conducted to determine a significant difference in burnout levels in the three dimensions when grouped by sex and educational attainment, while, the Analysis of Variance (ANOVA) was done when teachers' grouping was according to age and faculty load units to see if there was a significant difference in burnout levels across the three dimensions. Findings revealed that most education teachers had low levels of burnout in terms of emotional exhaustion, depersonalization, and personal achievement. The FGD results showed that teachers are being burned out due to overlapping activities and meetings, overloading work, and doing tasks unrelated to teaching. Furthermore, when age and faculty load units grouped teachers, no significant differences in burnout levels were found in the three dimensions. There is a significant difference in burnout levels among female and male teachers in the dimension of personal achievement. There was a significant difference in burnout levels in depersonalization and personal achievement. The findings created a recommended program to manage teachers’ burnout.
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