EFFECTS OF WORKLOAD AND BURNOUT ON JOB SATISFACTION OF TEACHERS

Educational Management

The purpose of this study was to examine the effects of workload and burnout on the job satisfaction of public elementary school teachers in Bunawan, Agusan del Sur. A quantitative approach was employed using correlational research design. Validated, adapted, and modified questionnaires were administered to 141 public elementary school teachers to gather data on workload, burnout, and job satisfaction. Workload was measured through academic and non-academic responsibilities, while burnout was assessed across emotional exhaustion, depersonalization, and reduced personal accomplishment. Teacher job satisfaction was evaluated in terms of motivation, retention, professional growth, and enthusiasm. Descriptive results indicated that teachers reported high job satisfaction despite experiencing moderate levels of workload and burnout. Correlational analysis revealed a significant moderate positive relationship between workload and job satisfaction, suggesting that manageable professional demands may enhance teacher engagement. Conversely, burnout demonstrated a significant moderate negative relationship with job satisfaction, emphasizing its detrimental impact on teacher well-being. Regression analysis showed that both academic and non-academic responsibilities significantly predicted job satisfaction. Among burnout domains, only diminished personal accomplishment emerged as a significant predictor of lower satisfaction levels, highlighting the role of self-efficacy and achievement in sustaining morale. The findings underscore the critical need for effective workload management and targeted burnout prevention strategies to maintain a motivated and satisfied teaching workforce. It is recommended that schools implement structured support systems, equitable task distribution, and professional development programs that promote a balanced workload, reduce burnout risks, and enhance teachers’ sense of accomplishment.

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