ORGANIZATIONAL FACTORS AS PREDICTOR OF TEACHER BURNOUT AMONG PUBLIC SCHOOL TEACHER

Chapter 1

The Problem
Theoretical Backgrounds
 Theoretical Framework

Job Demands and Resources Theory

( Demerouti, Bakker, Nachreiner, and

Schaufeli 2001)

Public
School
Teacher

0rganizational Factors

 Leadership Style

 Lack of Resources

 Students Misbehavior Teacher Burnout

 Lack of Professional
Development
 Output

Statement of Purpose

The purpose of this study is to determine the influence of organizational factors on teacher burnout at

Mantalongon Elementary School for S.Y. 2023-2024.

Specifically this questions would seek to answer the following:

1. What is the demographic profile of the teacher?

1.1 Age

1.2 Gender

1.3 Year Level Taught

2. What are the organizational factors in terms of.

1.1 Leadership Style

1.2 Lack of Resources

1.3 Students Misbehavior

1.4 Lack of Professional Development

3. What is the extent of teacher burnout?

4. Is there a significant relationship between the teachers profile and burnout?

5. Is there a significant influence between organizational factors and burnout?

6. What intervention plan can be proposed based on the findings of the study?

Statement of the Null Hypothesis

Ho1: There is no significant relationship between the teachers profile and burnout.

Ho2: There is no significant influence between organizational factors and teacher burnout

SIGNIFICANCE OF THE STUDY

This study aims to provide crucial information and knowledge regarding on the Organizational Factors as

Predictors of Teacher Burnout among Teachers from the respondents, recent studies, and related

references needed for the expected significance to the individual as follows:

TEACHERS- They serves as one of the recipients of this study which grants them an opportunity to

comprehend the influence of perceived organizational factors on their well-being. This understanding

enables them to enhance their abilities in effectively tackling various challenges.

INSTITUTIONS- As education sector gains an understanding of the organizational dynamics that

contribute to teacher burnout, it can implement tailored interventions, enhance support systems, and

establish a work environment that fosters productivity

STUDENTS- When teachers operate in a less burnout-prone environment, education system will perform

a well dynamic quality of education, resulting in the delivery of high quality education.
RESEARCHERS- This study serves as an instrument to navigate in discovering credible and reliable data

for further understanding of the topic.

FUTURE RESEARCHERS- The information provided may be used as a reference data in testing the validity

of other related findings, thereby conducting new research.

DEFINITION OF TERMS

Organizational Factors refers to the various elements that impact the functioning of an educational

institution including both the organization itself and its employees.

Public Teacher an individual who is employed in an educational organization, often within a

government-operated school.

Burnout defined as a psychological syndrome that affects individuals working in various fields. It is

characterized as emotional tiredness, depersonalization and decreased personal accomplishment.

Predictors in the context of education, denote the relationship between two or more variables and how

they interact to produce a particular outcome.

School defined as an institution where students are taught by teachers and receive an education.
 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter comprises a comprehensive review of the existing literature that is pertinent to the

progress of the study. It aids in acquainting oneself with pertinent information and serves to

contextualize the current study.

Organizational factors encompass several elements that can significantly impact the well-being of

teachers. Theoretical frameworks are available to explain the nature, extent, and presence of these

organizational factors. These frameworks may include theories such as job demands, job resources, and

the conservation resources model. According to Shimony et al. (2022), organizational factors are vital

contributors to the success of information systems and their users. Through their study during the

COVID-19 pandemic, Shimony et al. found that the gaps between the support needed and received by

teachers had a direct effect on burnout, as well as an indirect effect through increased anxiety and self-

efficacy beliefs.
While investigating the factors that contribute to teachers' burnout, researchers have examined various

perceived organizational factors. In a recent study conducted by Szabo and Jagodics (2019), it was

discovered that job demands, collective self-efficacy, and social support were significant predictors of

teacher burnout. Additionally, it was found that collective self-efficacy played a moderating role in the

relationship between job demands and burnout. A noteworthy finding of the study was that leaders who

exhibited a transformational leadership style had fewer teachers experiencing performance difficulties

caused by stress and burnout. Transformational leadership, characterized by the ability to inspire and

motivate teachers, has been linked to lower levels of burnout. In contrast, transactional leadership,

which focuses on routines and exchanges may not offer the same level of support and could be

connected to higher burnout rates. Berkovich and Eyal (2015).

Trinidad (2021) conducted a study titled 'Teacher Satisfaction and Burnout during Covid-19: What

Organizational Factors Help?' In this study, it was observed that there is a negative relationship between

teacher age and burnout, indicating that older teachers experience lower levels of burnout compared to

younger teachers. According to Madigan and Kim (2021) Recent studies have indicated that the

relationship between age and burnout rates is multifaceted and may also be influenced by other

variables such as the level of support and the work environment

According to Arens and Morin (2016) the grade level taught by teachers has been associated with

differing levels of burnout, with some research suggesting that primary school teachers may experience

more emotional exhaustion, while secondary school teachers may face higher levels of

depersonalization. Additionally, Skaalvik (2017) discovered that the grade level taught by teachers

influences the relationship between discipline problems and emotional exhaustion. Lower grade

teachers reported higher levels of emotional exhaustion compared to their counterparts teaching higher

grades. Lastly, Ghasemi (2021) conducted a study which revealed that female teachers tend to have
higher levels of burnout than male teachers. This difference can be attributed to the lower sense of

professional identity experienced by female teachers.

Teachers must be provided with a favorable work environment in order to promote their physical health

and mental well-being. The mental well-being of employees is influenced by internal factors within the

organization. Moreover, the overall health of educators in the education system will significantly

improve when organizational factors are given proper attention and protective interventions.

Chapter III

RESEARCH METHODOLOGY

Design

The researcher utilized correlational research design to investigate the relationship between two or

more variables without the researchers controlling or manipulating any of them. In correlation study, as

defined by Cresswell (2012) this design is a statistical test to determine the tendency or patterns for two

(or more) variables or two sets of data to vary consistently.

Environment
The study administered at Mantalongon Elementary School located along Mantalongon Public Market

St. Brgy. Mantalongon Dalaguete Cebu. The Mantalongon Elementary School was found by late Almagro

Condrada in 1949 as the primary school in town of Dalaguete. Mantalongon Elementary School currently

provides good quality of education for children and has the necessary resources for effective learning as

one of the best school in town of Dalaguete to have unlimited resources like TV, computer, projectors,

digital resources and books that can helps students learns. The school was acknowledged by the

Department of Education (DepEd). The Mantalongon Elementary School Vision is to passionately love

their country and who’s values and competencies enable them to realize their full potential and

contribute meaningfully to building their nation while the mission is to protect and promote the right of

every Filipino to equality, equitable and culture based and complete basic education where students

learn in a child-friendly, gender sensitive, safe and motivating environment.

Participants

The respondents of this study is the Mantalongon Elementary School. All the teacher in Mantalongon

Elementary School will be subject for this research to have a reliable outcome. There are 40 teachers in

Mantalongon Elementary School as of academic year 2023-2024. Universal sampling will be utilized

since all the teacher in Mantalongon Elementary School will be the respondent for this study. Inclusion

criteria are defined as the key features of the target population that the researcher will use to answer

their question.

Instrument

The adapted questionnaire was used by the researcher as an instrument in gather data. The purpose of

the questionnaire is to identify organizational factors that are predictive of teacher burnout among

public school teachers. Their participation will voluntarily and written consent from school

administration.
Data Gathering Procedures

Data Analysis

The frequency was utilized by the researcher as a statistic tool to give precise information concerning

the surveys outcome. The number of times each variables, including the total number of respondent,

transpires how frequency statistics provide. Central tendency measures how a single value, which

include the mean that sums together the entire set of scores. Frequency and percentage statistics used

to represent most personal information variables. On the other hand, the [age] variables mean and

standard deviation need to be determined if individuals disclosed their precise [age]. When data is

discrete, frequency statistics should be presented.

Ethical Consideration

Confidentiality of the Data

On this gathering, the researcher asked the respondent to answer the given questionnaire. The

researcher gave assurance that the names, identify and personal background of the said respondents

will be grip with confidentiality. The researcher also guaranteed their respondent that the personal

information gathered will stay between the researcher and the instructor who are the respondent. The

questionnaire will be kept inside the cabinet with lock for a year and the researcher will do everything

just to protect the data being gathered. After one year, the questionnaire will be turned.

Informed Consent

The respondent understood that the researcher will not identify them by name in any reports using the

information obtained from the study and that the confidentiality as a participants in this study will have

to remain anonymous. Subsequent use of records and data will be subjected data use that protect
anonymity of the individual and institution. In addition, the study has been explained to the respondent

and that they have understood the consent form and all of their queries were answered. Thus, they

agreed, participated and will be given a copy of the signed consent form.

General Safety of the Participants

The researchers preserved the information gathered and ensured the members security and protection.

As respondents’ security is more important, the procedures used to collect the data were carefully

designed to protect respondent anonymity and reduce any threats this study may provide. Respondents’

permission to access their identity is discussed. Even individuals have consented to take part. They were

nonetheless given ample time to leave at any moment.

References

Question

Directions: Please read each statement carefully and indicate how often you have experienced the

described feelings or thoughts in your work life over the past month or years. There are no right or

wrong answer, so please respond honestly based on your own experience. Use the following scale to

rate each of them. Choose the number that best represents your experience for each statement. If a

statement does not apply to you or if you are unsure, please select 0=Never. Please try to respond all

statements.

0 1 2 3 4 5 6

Never Few Once a Few Once a Few Everyday

times a month or times a times a

 year or less week week week

less

1. Do you find it challenging to remain

enthusiastic about your job?

2. Have you noticed that you’re less empathetic

toward the people you work with?

3. Are you satisfied with your professional

accomplishment?

4. Are you provided with adequate resources

and support to handle your job responsibilities?

5. Do you feel that your contributions are valued

by your employer?

6. Do you frequently feel like your emotional

resources are depleted at work?

7. Are you more likely to view colleagues or

client as problems rather than individuals?

8. How often do you find joy and satisfaction in

your work?

9. Do you feel that your colleagues are willing to

help and support you when needed?

10. Do you feel that administrators in your

organization are accessible and approachable

when you need support or guidance?

11. How often do administrators in your

organization provide feedback and recognition

for your work?

12. Have you ever encountered a lack of

reciprocity among your colleagues?

13. Have you ever experienced a lack of

workload in your position?

14. Have you encountered instances of

student’s misbehavior?

15. How effective do you find the strategies

employed by your organization to manage and

mitigate student’s misbehavior?