JOB BURNOUT AND SATISFACTION AMONG SECONDARY TEACHERS: REGRESSION AND K-MEANS CLUSTERING ANALYSIS

Burnout on a teaching job refers to exhaustion that leads to depression which can affect the teacher’s well-being and satisfaction. This article looks into the level of job burnout and satisfaction of high school teachers during modular distance learning and determines its association at different levels. Cross-sectional primary data were gathered from a random sample of secondary teachers in Ormoc City, Leyte, Philippines. The gathered data were job burnout and satisfaction scores and described using standard statistical metrics. Moreover, correlation and regression analysis were employed to analyze its association, and K-means clustering was used to identify homogeneous categories of job burnout and satisfaction scores with similar characteristics. On average, results showed that the high school teachers were still  “satisfied” despite the “high burnout” they were facing during the modular distance learning amid the pandemic. Using the correlation analysis, it is revealed that teachers’ satisfaction and burnout are significantly and inversely correlated to each other. This implies that the burnout level adversely affects the satisfaction in teaching. Based on regression analysis, there is a decrease of 0.653 units in the satisfaction perception score for every 1 unit increase in the burnout perception score and it is significant at a 1% level. It is depicted in K-means clustering that teachers’ satisfaction and burnout levels are compact and converge to the interpretation that they were highly burnout yet satisfied in modular distance learning. Hence, the study suggests that teachers' tasks during distance education must be lessened to increase their well-being as educators

Burnout among secondary teachers amid the new normal: Case in Ormoc City, Philippines

The new normal has shifted high school teachers' jobs from face-to-face to modular distance learning which requires more paperwork. This research article investigated job burnout among secondary teachers in Ormoc City Division, Leyte, Philippines, and elucidated the statistically significant factors affecting it. Primary data were gathered from a simple random sample of 132 high school teachers in the City of Ormoc. To summarise the acquired survey results, typical descriptive metrics such as frequency tables, percentages, mean average, and standard deviation were used to summarize the gathered survey data. The Chi-square test of independence was employed to capture the different factors influencing job burnout. The findings revealed that, on average, secondary teachers are “highly burnout” in modular and distance learning amidst the COVID-19 pandemic setup. The Chi-square test showed that marital status and department/school assignment are the factors influencing teachers’ burnout levels. In particular, the cross-tabulation of marital status and burnout category revealed that married teachers are mostly highly burnout. Finally, responsibilities and duties in their household contribute to the teachers’ working stress and tiredness. Furthermore, different schools have varying job assignments, with some schools assigning heavier loads, resulting in severe teacher burnout. According to the report, school leaders should prioritize teachers’ well-being by reducing their responsibilities and implementing leisure school activities to alleviate stressful circumstances