Balancing the Scales: The Impact of Faculty Workload in Relation to Burnout and Teaching Efficacy of Bisu System

This study explored the relationship between faculty workload, burnout, and teaching efficacy among instructors in the Bohol Island State University (BISU) system. Using a descriptive-correlational design, the research examined faculty perceptions across three major domains: workload engagement, burnout experiences, and instructional efficacy. Results indicated a high level of faculty workload engagement (M = 2.81), suggesting that faculty frequently face time constraints and overlapping commitments. Despite this, burnout levels remained low (M = 2.52), and teaching efficacy was rated very high across all domains, including preparation, classroom techniques, subject mastery, student relations, management, and evaluation.
Correlation analysis revealed a significant positive relationship between workload and burnout (r = 0.698, p < .001), indicating that increasing workload may heighten the risk of burnout over time. However, no significant relationship was found between workload and teaching efficacy (r = 0.181, p = 0.339), suggesting that faculty maintain strong instructional performance despite workload pressures. These findings highlight the resilience and professionalism of BISU faculty, while emphasizing the need for institutional support mechanisms to manage workload and protect faculty well-being. Recommendations include workload redistribution, wellness programs, and ongoing professional development to sustain teaching quality and prevent long-term burnout.

Faculty workload, burnout, teaching efficacy

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