Teachers’ Workload, Burnout, and Their Influence on Work Performance

This study examined the relationship between teachers’ perceived workload and burnout level, as well as the relationship between burnout level and teacher performance as measured by Individual Performance Commitment Review Form, among teachers in two districts in the Division of Bacolod City. A descriptive-quantitative and correlational research design was employed involving 300 teachers. Data were collected using the Role Overload Questionnaire, Burnout Questionnaire, and IPCRF ratings. Results indicated that teachers experienced a very high level of role overload. In terms of burnout dimensions, career satisfaction was found to be at a high level, while perceived administrative support and attitudes toward students were at low levels, and coping with job-related stress was at a very low level. Despite these findings, no significant relationship was found between workload and burnout level, nor between burnout level and teacher performance as measured by IPCRF. The findings suggest that increased workload had no significant influence to burnout levels in this dataset, and similarly, burnout level had no significant effect to teacher performance based on IPCRF ratings.

Work overload, burnout level, IPCRF

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