STUDENT DISRUPTIVE BEHAVIOR: ITS IMPACT ON TEACHER BURNOUT AND RESILIENCE

Elementary Education

This study aimed to assess the impact of students’ disruptive behavior on the level of burnout and resilience of the teachers in the selected elementary schools in the Trento District, Trento, Agusan del Sur. The study employed the descriptive-correlational research design to determine the relationship among variables. An adapted questionnaire was used in the study. The data gathered were analyzed using descriptive statistics, such as the mean. Meanwhile, inferential statistics, such as Pearson’s correlation coefficient and linear regression, were used to analyze the data. Results revealed that the respondents’ perceptions of the three variables: disruptive behavior is very low, burnout is high, and resilience is very high. Furthermore, the study found a very weak negative relationship that is not statistically significant between students’ disruptive behavior and teachers’ burnout and resilience. Thus, this study would provide valuable insights to the field of education by instilling knowledge on how students’ disruptive behavior affects the teachers’ burnout and resilience.

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