Proponent/Claimant
Christian S Francisco, Glenda B Tupaz, Maria Theresa B. Astilla
Abstract
Teacher burnout is a pervasive issue that affects educational outcomes and teacher retention. This study investigates the complex challenges and coping mechanisms of secondary teachers in a national high school in Leyte who have ancillary task which gives them additional responsibilities beyond their primary teaching duties. Through descriptive phenomenology and thematic analysis, the research identifies critical perceptions such as overwhelming responsibility, and feeling of self-doubt. In spite of these factors, others somehow view this as chance for professional development and emphasize the pressing need for institutional support. The lived experiences of teachers further reveal challenges like personal financial investment, struggles in managing student engagement, time management strain, and administrative reporting pressures. To alleviate burnout, teachers recommend strategies including collaborative support, employing time optimization, proactive problem-solving, prioritizing well-being maintenance, maintaining a positive mindset, and delineating work-life balance. This study underscores the necessity for systemic changes to ensure adequate support and resources for teachers, thereby improving their well-being and professional efficacy.
Name of Research Journal
American Journal of Multidisciplinary Research and Innovation
Volume and Issue No.
Volume 3, Issue No. 4
Date/Year of Publication
2024
Citation
Francisco, C. S., Tupaz, G. B., & Astilla, M. T. B. (2024). Teacher Burnout: The Lived Experiences of Teachers with Ancillary Tasks in a National High School in Leyte. American Journal of Multidisciplinary Research and Innovation, 3(4), 183-190.
