E. Rodriguez Jr.

High School

Mayon Ave., N.S. Amoranto, Quezon City

Practical Research II

A Correlation between Level of Burnout and Level of Efficacy of the Senior High School

Teachers in E. Rodriguez Jr. High School

Researchers:

John Cedrick E. De Leon

Ira Sophia Ughayon

Rena Mae Inantay

Noel B. Blanca

Aeron O. Hibon

Roselle Capoquian

Jeremy Ivan Bautista

Mr. Raymond Balubar

Practical Research II Teacher

LEVEL OF BURNOUT AND SELF-EFFICACY 2

BACKGROUND

Different people react to stress and burnout differently. Teaching is generally considered a

stressful profession and some teachers are more affected by burnout feelings than others along

their teaching career. Maslach and Jackson (1981) defined burnout as a work-related stress, which

is expressed both physically and mentally. According to (Smetackova, 2017), Long term stress can

result in chronic exhaustion that closely correlates with the burnout syndrome. As a result of

burnout individual's performance at work decreases and it causes damages in his health both

physically and psychologically at behavioral level. Consequentlsy some problems were identified

in individual's personal and family life (Black, 2003; Hellesøy, Grønhaug, & Kvitastein, 2000;

Maslach et al.). Stressors may also affect the Teacher’s capability to do their job, and self-efficacy.

Stressors includes the disruptive behavior of students. Student disruptive behaviour and burnout

were considered to feed on each other (Brouwers & Tomic, 1999). According to research cited in

the text, burnout can also be an effect on how bad the environment influences an employee. Some

few stressors merge together to form an excessive stress that affects the self-efficacy of a person.

Based on the social cognitive theory, teacher self-efficacy can be defined as the teacher’s beliefs

in his/her own ability to plan, organize, and carry out different educational activities that are

essential for achieving pedagogical goals (Smetackova, 2017). Self-efficacy is the belief of an

individual on his or her capacities to do and complete a certain task, and this belief will slowly

disappear once the debility is triggered therefore, dysfunctionality and ineffectiveness will occur.

Previous studies explored the relationship between teacher self-efficacy and teachers’ burnout

(Brouwers, & Tomic, 2000; etc). Researchers found strong relation between these variables

(Skaalvik & Skaalvik, 2007). Teachers with low level of self-efficacy reported high degrees of

burnout (Chwalisz, Altmaier etc., 1992). Also, teacher self-efficacy beliefs were negatively related
LEVEL OF BURNOUT AND SELF-EFFICACY 3

to emotional exhaustion and depersonalization dimensions of burnout and positively related to the

personal accomplishment (Evers, Brouwers, & Tomic, 2002 etc). Similarly, teacher self-efficacy

was examined as a predictor of teacher burnout (Friedman & Farber, 1992 etc) and as mediating

construct between student behavior and burnout (Brouwers, & Tomic, 1999). There is general

consensus that teaching is one of the most stressful occupations throughout the world which have

harmful consequences on both teachers and students (Jonson, etc. 2005). A precise study of the

teachers' stress demands a clear understanding of the stress itself. Many authors have provided

different definitions for the nature of stress. They are most suitable for their own setting. Kyriacou

(2001) defined stress as the feeling negative and unpleasant which reflects itself as anger, tension,

disappointment, depression, etc. Stress can undermine an individual's performance, both in what

is produced and what is delivered as a service (McShane & Von Glinow, 2005).

REVIEW OF RELATED LITERATURE

Burnout is a result of physical, mental, and emotional excessive stress caused by overwork,

which can result into dysfunction and ineffectiveness of a person to comply to their job. According

to (Smetackova, 2017), Long term stress can result in chronic exhaustion that closely correlates

with the burnout syndrome. As a result of burnout individual's performance at work decreases and

it causes damages in his health both physically and psychologically at behavioral level.

Consequently, some problems were identified in individual's personal and family life (Black, 2003;

Hellesøy, Grønhaug, & Kvitastein, 2000; Maslach et al.). Stressors may also affect the Teacher’s

capability to do their job, and self-efficacy. Stressors includes the disruptive behavior of students.

Student disruptive behaviour and burnout were considered to feed on each other (Brouwers &
LEVEL OF BURNOUT AND SELF-EFFICACY 4

Tomic, 1999). According to research cited in the text, burnout can also be an effect on how bad

the environment influences an employee. Some few stressors merge together to form an excessive

stress that affects the self-efficacy of a person.

Based on the social cognitive theory, teacher self-efficacy can be defined as the teacher’s

beliefs in his/her own ability to plan, organize, and carry out different educational activities that

are essential for achieving pedagogical goals (Smetackova, 2017). Self-efficacy is the belief of an

individual on his or her capacities to do and complete a certain task, and this belief will slowly

disappear once the debility is triggered therefore, dysfunctionality and ineffectiveness will occur.

There is general consensus that teaching is one of the most stressful occupations throughout

the world which have harmful consequences on both teachers and students (Jonson, Cooper,

Cartwright, Donald, Taylor, & Millet, 2005). A precise study of the teachers' stress demands a

clear understanding of the stress itself. Many authors have provided different definitions for the

nature of stress. They are most suitable for their own setting. Kyriacou (2001) defined stress as the

feeling negative and unpleasant which reflects itself as anger, tension, disappointment, depression,

etc. Stress can undermine an individual's performance, both in what is produced and what is

delivered as a service (McShane & Von Glinow, 2005).

STATEMENT OF THE PROBLEM

The research will be studying the relation of burnout to the effectiveness of a teacher in

ERJHS and for measuring the teachers’ burnout level, Maslach Burnout Inventory will be used. It

is established by Maslach and Jackson (1981). In the interest to evaluate participant’s self-efficacy

levels, Teacher Sense of Efficacy Scale was chosen and the problem should be done in identifying

the participants if they can manage their time properly.

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ASSUMPTIONS

1. SHS Teachers must have experience burnout.

2. Increasing and decreasing the level of burnout and the level of self-efficacy must be

observable.

HYPOTHESIS

H0 – There is no significance between level of burnout and self-efficacy of SHS teachers.

SIGNIFICANCE OF THE STUDY

 Teachers – The main findings of our study will benefit to their ability so they can

provide educational activities that affects students’ learning because they can

influence how well students learn in the classroom.

 Students – The results of our study will provide information to the students about

the fact that self-efficacy of the teachers may affect their learning environment

which has an impact on the educational process. There is a link between teachers’

self-efficacy and students’ achievements and was confirmed by many studies

(Collie, Shapka, & Perry 2012, Caprara, Barbaranelli, Steca, & Malone, 2006)

 Future researchers – Future researchers will have a definite and wider idea about

the topic if they will read and comprehend this study.

SCOPE AND DELIMITATION

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This research will be focusing on the self-efficacy and burnout of Senior High

School teachers in E. Rodriguez Jr. High School S.Y. 2019-2020. This research will examine the

relation between burnout and SHS teachers’ self-efficacy and how it affects their teaching ability.

The general methodology of this study is Maslach Burnout Inventory – Educators Survey. This

study will only be focusing on SHS teachers.

PURPOSE OF THE STUDY

The main purpose of this study is to examine the relationship of burnout levels of senior

high school teachers’ and their self-efficacy levels to determine if it affects their role.

References:

 Brouwers, A., & Tomic, W. (1999, January 1). Teacher burnout, perceived self-efficacy in

classroom management, and student disruptive behaviour in secondary education.

Retrieved July 30, 2019, from

https://www.ingentaconnect.com/content/jnp/ct/1999/00000014/00000002/art00002

 Betoret, F., & Artiga, A. (2010). Barriers Perceived by Teachers at Work, Coping

Strategies, Self-efficacy and Burnout. The Spanish Journal of Psychology, 13(2), 637-654.

doi:10.1017/S1138741600002316

 Smetackova, I. (2017). Self-efficacy and burnout syndrome among teachers. The European

Journal of Social & Behavioural Sciences, 20(3), 2476-2488.

doi:http://dx.doi.org/10.15405/ejsbs.219

 McLean, D. (2018, December 27). Influence of teacher burnout and self-efficacy on

teacher-related variance in social-emotional and behavioral screening scores. Retrieved

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July 30, 2019, from

https://www.google.com/url?sa=t&source=web&rct=j&url=https://psycnet.apa.org/recor

d/2018-64413-

001&ved=2ahUKEwjWmqKY3tzjAhUWFogKHablBxcQFjAIegQIAxAB&usg=AOvVa

w0_aIyffQnXxb_Oo7qcJ2Hm&cshid=1564493534013

 Köksal, D., Özdemir, E., Tercan, G., Gün, S., & Bilgin, E. (2018). The relationship between

teachers’ written feedback preferences, selfefficacy beliefs and burnout levels. Journal of

Language and Linguistic Studies, 14(4), 316-327. Submission Date:28/07/2018

Acceptance Date:11/09/2018