TEACHERS' BURNOUT: ASSESSMENT ON OCCUPATIONAL STRESS IN RELATIONSHIP WITH THE TEACHERS' JOB PERFORMANCE OF GRADE 3 TEACHERS IN URDUJA ELEMENTARY SCHOOL

Abstract

Teachers shape the most valuable asset of the nation; stress among them is a complicated and multifaceted phenomenon. This study attempts to explore the complex dynamics that surround burnout among educators, with a particular emphasis on how it is measured in relation to occupational stress and how it affects job performance, given the critical role that teachers play in laying the educational groundwork for younger students. This study used a correlational design. It utilized the teachers as participants for the survey questionnaire to gather the needed data essential for the study's stated definition. A total of fourteen respondents were Grade 3 teachers from Urduja Elementary School. The researchers used purposive sampling techniques by distributing questionnaires to the teachers. The researchers utilized statistical tools, including frequency and percentage, composite weighted mean, Likert scale, and Pearson's r for data analysis. As indicated by the results, Grade 3 teachers have a heavy workload, and there is no discernible correlation between occupational stress and the variables mentioned above and how well they perform on the job. Stress is generally thought to have a negative impact on professional effectiveness, but teachers who reported higher levels of stress did not show a corresponding decline in job performance. The study emphasized that school administrators must carefully allocate workloads in order to reduce teacher stress and burnout. Implementing correct workload assignments is crucial for maintaining a healthy and productive teaching environment. It becomes clear that a holistic approach to workload management is necessary to ensure that teachers are not burdened with responsibilities that threaten their health. Despite the challenges, teachers are recognized for their commitment to providing quality education.