Inputs for the Development of Wellness Programs for Teachers Encountering Depersonalization, Emotional Exhaustion, and Lack of Personal Achievement

Abstract

INTRODUCTION

Teachers are considered the heart of the school. No matter how excellent the school plants, facilities and equipment, they are useless if the teachers do not utilize these properly and efficiently in carrying out her/his tasks in the teaching-learning process. Some identified factors that makes teacher ineffective are depersonalization, emotional exhaustion, and lack of personal achievement. This study will help the students accept and understand theirteachers better so that they will display proper attitudes towards their teachers. It will guide the teachers, school administrators, and the Department of Education in identifying their stress management strategies, and other negative feelings and their possible cause.

METHODS

A descriptive method was used, the study focuses at the present situation. Descriptive researches are valuable in providing facts in which scientific judgment may be based. Descriptive research, as in data gathering instruments, uses questionnaires. This paper used the descriptive comparative and establishes a formal procedure. This research design was utilized to determine perceptual depersonalization, emotional exhaustion and lack of personal achievement.

RESULTS

The Frequency Distribution of the Respondents' Profile in terms of Educational Attainment, Years in Service, and Rank and Grade Level Handled shows that the majority of the respondents have a Bachelor of Secondary Education degree, have been in service for 1-5 years, ranked as Teacher 1, and handled Grade 7. Overall, Lack of Personal Achievement got the highest mean of 2.89 with a verbal interpretation of Sometimes while Depersonalization got the lowest mean of 1.61 with a verbal interpretation of Once in a While. The overall mean is 2.12 with a verbal interpretation of Once in a While. The null hypothesis is accepted which means that there is no significant difference in the assessment of teacher respondents on the depersonalization, emotional exhaustion, and lack of personal achievement of teachers as a public school when they are grouped according to educational attainment, years in service, according to rank, and grade level handled.

DISCUSSIONS

When grouped according to educational attainment, length of service, rank, and grade level handled, it is found that there is no significant difference in the assessment of teacher respondents on their depersonalization, emotional exhaustion, and lack of personal achievement. They all feel the feeling of lack of personal achievement, emotional exhaustion, and depersonalization.