Teacher’s Workload and Behavioral Management Practices on Professional Burnout of Teachers in Malaybalay City

Teacher’s Workload and Behavioral Management Practices on Professional Burnout of Teachers in Malaybalay City

Anafhel C. Gamalo¹, Aprell L. Abellana²

¹Department of Education, Malaybalay City, Bukidnon, Philippines

²Professional Education Department, Central Mindanao University, Bukidnon, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90600055

Received: 28 May 2025; Accepted: 30 May 2025; Published: 28 June 2025

ABSTRACT

This study investigated the relationship between workload management, behavioral management, and professional burnout among teachers in Malaybalay City in the School Year 2024-2025. Specifically, it aimed to: assess teachers’ workload management in terms of preparing instructional materials, handling classes, conducting consultations, checking outputs and computing grades, and submission of academic reports; determine the level of behavioral management in terms of: democratic, assertive, preventive, and intervention approach; and identify the level of professional burnout in terms of:  emotional exhaustion, depersonalization, and lack of personal fulfillment. It also examined the relationship between professional burnout and both workload and behavioral management, and identified which variables best predict professional burnout. A descriptive-correlational research design was employed using an adapted questionnaire. Descriptive statistics were used to assess levels of workload management, behavioral management, and burnout. Correlation analysis tested relationships among the variables, and regression analysis identified significant predictors of professional burnout.

Findings revealed that teachers demonstrated very high levels of workload and behavioral management, while experiencing a moderate level of professional burnout. No significant relationship was found between teacher’s workload management and professional burnout (r = 0.088, p = 0.166), but a significant relationship was found between behavioral management and professional burnout. (r = 0.562, p = 0.000).  Regression results showed that the best predictors of professional burnout were challenges in behavioral management and preparation of instructional materials.

Keywords: behavioral management, preparation of instructional materials, professional burnout, correlation, regression

INTRODUCTION

Teaching is a highly demanding profession that requires educators to balance instructional responsibilities, administrative duties, and student interactions while adapting to evolving educational standards. While teaching is often regarded as a fulfilling career, it also comes with significant emotional, mental, and physical demands that can lead to professional burnout.

Burnout among teachers is characterized by chronic exhaustion, depersonalization, and a reduced sense of professional accomplishment, which negatively impacts their motivation, job satisfaction, and overall effectiveness. International studies indicate that teachers experience double the levels of stress and anxiety compared to other professions, resulting in high attrition rates and declining teacher retention [1]. In the Philippines, recent research has shown that a growing number of teachers suffer from burnout due to workplace pressures, lack of institutional support, and excessive workload expectations [2].

Effective teacher workload management plays a vital role in maintaining work-life balance and professional wellbeing. Teachers are often expected to handle lesson planning, grading, curriculum development, administrative work, extracurricular activities, and student mentoring, all while maintaining high instructional quality. When these tasks are not effectively managed or distributed, teachers experience constant pressure and exhaustion, leading to emotional and physical strain. The absence of clear time management strategies, adequate administrative support, and balanced workload distribution often compels teachers to extend their work beyond regular hours, leading them to compromise their personal wellbeing and work-life balance [3]. Schools that implement flexible workload distribution strategies and promote a culture of collaboration enable teachers to focus more on student engagement and instructional quality rather than administrative burdens. Studies have shown that teachers who struggle with workload management often report feelings of frustration, fatigue, and decreased engagement in their profession. As a result, prolonged exposure to unmanageable workloads without proper support can accelerate burnout, ultimately leading to lower job satisfaction, absenteeism, and even premature departure from the profession. By integrating smart planning tools, peer collaboration, and well-defined work schedules, schools can create an environment where teachers feel supported, valued, and empowered, significantly reducing the likelihood of burnout.

Similarly, positive and proactive classroom behavioral management is essential in fostering a conducive learning environment and minimizing teacher stress. Managing disruptive behaviors, maintaining discipline, and addressing student concerns require emotional resilience and adaptability. Teachers who frequently deal with student misconduct, lack of classroom engagement, or emotional distress often experience higher levels of frustration, stress, and mental exhaustion. Schools that invest in professional development programs, peer mentoring, and behavior management training empower teachers to handle student concerns effectively while maintaining emotional wellbeing. When behavioral challenges are managed constructively, teachers experience greater job satisfaction, reduced stress levels, and enhanced confidence in their roles, ultimately contributing to a more sustainable and thriving teaching environment.

This research is crucial as professional burnout among teachers is a serious issue that affects not only their well-being but also the overall quality of education. By investigating the link between teacher workload and behavioral management to professional burnout, this study aims to provide insights that can help school administrators and policymakers implement better support systems, mental health programs, and workload management strategies. Addressing burnout is essential in creating a sustainable and positive teaching environment, ensuring that educators remain motivated, effective, and fulfilled in their profession.

This study investigated the relationship between teachers’ workload and behavioral management, and burnout levels at Malaybalay City in the School Year 2024-2025. Specifically, it aims to:

1. Assess the level of the workload management of teachers in terms of:

a. preparation of instructional materials;
b. handling classes and monitoring of students;
c. conduct of consultation;
d. checking outputs and computing grades; and
e. submission of academic reports.

2. Determine the level of behavioral management of teachers in terms of:

a. democratic approach;
b. assertive approach;
c. preventive approach; and
d. intervention approach.

3. Identify the level of the professional burnout of teachers in terms of:

a. emotional exhaustion;
b. depersonalization; and
c. lack of personal fulfillment.

4. Describe the relationship between professional burnout of teachers and:

a. teacher’s workload management; and
b. teacher’s behavioral management.

5. Evaluate the variables, singly or in combination that best predict professional burnout of teachers.

This study on the relationship between teachers’ workload and behavioral management towards professional burnout is significant in understanding the challenges faced by educators at Malaybalay City for the school year 2024-2025.

The findings of this study would benefit to several stakeholders:

To the teachers, it will help them  to gain insights into how workload and behavioral management contribute to burnout, helping them develop coping strategies to maintain their mental health and motivation;

To the policymakers and educational authorities, this research can be useful by using the findings to establish policies and interventions that promote a healthy work-life balance for teachers, improving teacher retention and job satisfaction;

To the school administrators, the results will help them to implement better workload distribution strategies, teacher support programs, and professional development in behavioral management, ultimately creating a more sustainable teaching environment;

To the students, classroom engagement, and student performance will improve as teachers’ well-being directly influences the quality of education; and

To the future researchers, this study can be used as a reference for further exploration of teacher burnout, workload management, and behavioral strategies, allowing for the development.

METHODOLOGY

This study utilized a descriptive-correlational research design to explore the relationship between workload management, behavioral management, and professional burnout among teachers. It aimed to describe the levels of workload management, behavioral management, and burnout and examine their relationships. Additionally, the study determined any significant correlations between these factors and their combined effects on burnout.

The study was carried out at Malaybalay City, Bukidnon It has many schools that teach at different levels. Among the schools are Malaybalay City National Science High School, Laguitas Elementary School and Cabangahan Elementary School, Mapayag Integrated School, Magsaysay Integrated School, St. Michael High School and Lalawan Elementary School that were the schools chosen to be the locale of the study. Malaybalay City is distinguished by a blend of rural and urban environments, and its inhabitants come from a variety of socioeconomic backgrounds. Students from a range of educational backgrounds and household economic levels are served by the schools.

The respondents in this ​study consisted of 250 teachers from Malaybalay City during the 2024-2025 school year. To ensure comprehensive representation from each institution, the study employed total enumeration. The study employed a structured three-part questionnaire to gather data, focusing on teachers’ workload management, behavior management approaches, and teacher’s burnout. After securing the necessary school approvals, the researcher individually sought permission from the teacher respondents, providing a clear explanation of the study, their role as participants, and the confidentiality of their responses. An informed consent form was given to each respondent to ensure voluntary participation.

A pilot test was conducted before the full study to guarantee the clarity and reliability of the research instrument. The instrument was assessed for potential ambiguities, and its reliability and validity were evaluated using Cronbach’s alpha. Once data collection was completed, the responses were compiled, organized, and analyzed using descriptive statistics, correlation, and regression analyses to examine the relationships between workload management, behavioral management, and professional burnout.

RESULTS AND DISCUSSION

This chapter presents the analysis and interpretation of the data gathered based on the problems of the study. These includes the discussion on teacher’s workload management, behavioral management and professional burnout of teachers.

Teacher’s Workload Management

Table 1 presents the summary of Teacher’s Workload Management in terms of Preparation of Instructional Materials, Handling Classes and Monitoring of Students, Conduct of Consultation, Checking Outputs and Computing Grades, and Submission of Academic Reports, including their average mean values and corresponding qualitative interpretations.

Findings revealed that the overall performance of teachers in terms of workload management was rated Very High, with an overall mean of 4.77. This indicates that teachers consistently perform well across all aspects of their professional responsibilities. Among the five domains, the highest mean score was recorded in “Handling Classes and Monitoring of Students” (4.84), followed closely by “Preparation of Instructional Materials” (4.83) and “Checking Outputs and Computing Grades” (4.79). These findings show teachers’ strong dedication to effective classroom management, instructional planning, and fair and efficient grading practices.

Table 1: Teacher’s Workload Management

Legend:

   Scale:                          Quantitative Interpretation

            4.51 – 5.00                  Very High

            3.51 – 4.50                  High

            2.51 – 3.50                  Moderate

            1.51 – 2.50                  Low

            1.00 – 1.50                  Very Low

Meanwhile, the aspects with relatively lower mean ratings—though still within the “Very High” interpretation—were “Submission of Academic Reports” (4.77) and “Conduct of Consultation” (4.63). These slightly lower scores may suggest areas where teachers could benefit from additional support or time allocation to further enhance their performance.

This implies that the teachers effectively manage their workload, demonstrating a high level of professionalism and commitment in fulfilling their duties. While all areas were rated very high, continuous improvement in consultation practices and reporting procedures can further elevate overall teacher effectiveness and workload balance.

These findings support the observation that teachers effectively manage their workload, showcasing a high level of professionalism and commitment to their duties. The finding supports study [4] this which indicate that effective workload management is linked to higher job satisfaction and better student outcomes. Additionally, refining reporting procedures can streamline processes and reduce administrative burdens [5]. By focusing on these areas, teachers can further elevate their effectiveness and achieve a better balance in managing their workload. Moreover, the study [6] on instructional workload management similarly reveals that teachers effectively manage their workloads, positively impacting their teaching efficacy. Key factors include the preparation of instructional materials and conducting consultations, which enhance classroom management and student engagement.

Teacher’s Behavioral Management

Table 2 presents the summary of Teacher’s Behavioral Management in terms of Democratic Approach, Assertive Discipline Approach, Preventive Approach, and Intervention Approach, including their average mean values and corresponding qualitative interpretations.

Findings revealed that Teacher’s Behavioral Management achieved an overall mean of 4.76, interpreted as “Very High.” This indicates that teachers exhibit highly effective behavioral management strategies across all approaches. The top two highest-rated approaches are the Democratic Approach (4.80) and the Assertive Discipline Approach (4.77). These findings suggest that teachers create an inclusive and respectful classroom environment where students’ responses are appreciated and rules are established and maintained effectively. Teachers also excel in fostering collaboration, guiding students with positive reinforcement, and ensuring clarity in behavioral expectations.

Table 2: Teacher’s Behavioral Management

Legend:

   Scale:                          Quantitative Interpretation

            4.51 – 5.00                  Very High

            3.51 – 4.50                  High

            2.51 – 3.50                  Moderate

            1.51 – 2.50                  Low

            1.00 – 1.50                  Very Low

On the other hand, the two lowest-rated approaches, though still within the “Very High” range, are the Preventive Approach (4.74) and the Intervention Approach (4.72). These slightly lower scores may suggest that there is room for improvement in enhancing proactive measures for preventing disruptions and providing more immediate interventions for students with behavioral challenges. Strengthening these areas could further support a well-balanced and supportive classroom environment.

The results indicate that while teachers are highly effective in managing classroom behavior, there is room for growth in preventive and intervention strategies. By enhancing these areas, teachers could proactively address potential disruptions before they arise and provide more timely support for students who require behavioral redirection. Improving the preventive approach may involve more structured and consistent classroom routines, while strengthening intervention strategies could focus on timely and tailored responses to students’ individual needs. Overall, refining these aspects of classroom management would contribute to a more dynamic, responsive, and supportive learning environment for all students.

The study [7] is supported by these findings, which emphasizes the effectiveness of intervention strategies in promoting positive student conduct. It highlights that teachers who encourage cooperation and provide consistent positive reinforcement significantly enhance student engagement and self-discipline. This aligns with the result, reinforcing the idea that effective intervention strategies are essential for fostering a positive classroom environment and promoting collaboration among students. Implementing strategies focused on workload management and providing adequate support systems can alleviate emotional exhaustion, ultimately improving teacher morale and effectiveness in the classroom [8]. By addressing these factors, schools can foster a healthier and more productive teaching environment.

Professional Burnout

Table 3 presents the summary of Professional Burnout in terms of Emotional Exhaustion, Depersonalization, and Lack of Personal Fulfillment, including their average mean values and corresponding qualitative interpretations.

Table 3: Professional Burnout

Legend:

  Scale:                          Quantitative Interpretation

            4.51 – 5.00                  Very High

            3.51 – 4.50                  High

            2.51 – 3.50                  Moderate

            1.51 – 2.50                  Low

            1.00 – 1.50                  Very Low

Findings revealed that the overall professional burnout of teachers, as measured by Emotional Exhaustion, Depersonalization, and Lack of Personal Fulfillment, achieved an overall mean of 2.64, interpreted as “Moderate.” This indicates that teachers experience a moderate level of burnout, with particular challenges in emotional exhaustion and personal fulfillment. Among the three areas, “Emotional Exhaustion” had the highest mean of 3.10, suggesting that teachers often feel worn out and drained by their work. “Lack of Personal Fulfillment” followed closely with a mean of 2.77, reflecting feelings of dissatisfaction and a lack of energy at work. “Depersonalization” had the lowest mean of 2.42, indicating that teachers experience minimal emotional detachment from colleagues or students.

This suggests that while teachers generally experience moderate levels of burnout, they are not experiencing extreme levels of depersonalization, which is a positive finding. However, emotional exhaustion and a lack of personal fulfillment remain areas of concern, suggesting that teachers may benefit from strategies that address work-life balance, professional development, and emotional support. Addressing these aspects can help reduce burnout and improve overall teacher wellbeing, ensuring a more sustainable and fulfilling career in education.

Teachers experience a moderate level of burnout, particularly in emotional exhaustion and personal fulfillment. This finding supports the study [9] which found that many teachers reported significant emotional exhaustion, which negatively impacted their sense of fulfillment. Additionally, research [10] highlighted that teachers faced moderate levels of burnout, with emotional exhaustion being a prominent challenge affecting their overall job satisfaction. These findings underscore the need for targeted support to address the emotional challenges faced by educators.

Correlation Analysis of the Variables

The correlation analysis presented in Table 4 reveals the relationships between Teachers’ Workload Management and Behavioral Management and Professional Burnout.

The correlation analysis between Teacher’s Workload Management and Professional Burnout revealed that, overall, Teacher’s Workload Management was not significantly correlated with professional burnout (r = 0.088, p = 0.166). However, when examining specific components, several areas showed significant relationships. Preparation of Instructional Materials (r = 0.145, p = 0.021) and Handling Classes and Monitoring of Students (r = 0.146, p = 0.021) both had positive correlations with professional burnout, statistically significant at the 0.05 level. Conduct of Consultation demonstrated a stronger positive correlation (r = 0.176, p = 0.005), significant at the 0.01 level. In contrast, Checking Outputs and Computing Grades (r = -0.035, p = 0.580) and Submission of Academic Reports (r = -0.068, p = 0.284) had weak and non-significant negative correlations.

Table 4. Correlation Analysis of the Variables

Meanwhile, Teacher’s Behavioral Management overall showed a strong and statistically significant positive correlation with professional burnout (r = 0.562, p = 0.000). However, when broken down into specific strategies, none of the individual behavioral management approaches demonstrated significant correlations. The Democratic Approach (r = -0.058, p = 0.361), Assertive Discipline Approach (r = -0.036, p = 0.576), Preventive Approach (r = -0.012, p = 0.851), and Intervention Approach (r = 0.034, p = 0.594) all had weak, non-significant correlations.

These findings suggest that although Teacher’s Workload Management as a whole does not significantly relate to professional burnout, certain specific tasks, such as preparing instructional materials, handling classes and monitoring students, and conducting consultations, are significant contributors to burnout among teachers. This implies that interventions aimed at reducing burnout should focus particularly on managing these specific workload components. On the other hand, while Teacher’s Behavioral Management as a general practice is significantly related to burnout levels, none of its individual strategies appear to independently influence burnout, suggesting that the cumulative effect of behavioral management responsibilities may impact teachers’ stress rather than any particular approach.

The findings relate well with the study [9] indicating that while teachers’ workload can contribute to stress, it does not have a direct and significant correlation with overall burnout levels. Similarly, [8] found that although certain administrative tasks may lead to stress, the overall management of workload does not significantly correlate with professional burnout. Both studies emphasize that factors such as emotional support, personal coping strategies, and school climate play a more critical role in influencing burnout among educators, suggesting that effective workload management alone is insufficient to predict burnout levels.

Regression Analysis on Professional Burnout of Teachers

Table 18 revealed the regression analysis of the level Professional Burnout on teachers.

Table 5. Multiple Regression Analysis on Professional Burnout of Teachers.

The findings revealed that the model was statistically significant, F = 36.874, p < .001, with a coefficient of determination R² = 0.376. This indicates that 37.6% of the variance in professional burnout can be explained by the combined effects of the predictors. The regression equation derived from the analysis is Y = -2.731 – 0.817X₁ – 0.239X₂ – 0.007X₃ + 2.393X₄

Where:

Y = Professional Burnout

X₁ = Preparation of Instructional Materials

X₂ = Handling Classes and Monitor of Students

X₃ = Conduct of Consultation

X₄ =Teachers’ Behavioral Management

The analysis revealed that Preparation of Instructional Materials had a significant negative effect on professional burnout (B = -0.817, t = -3.042, p = .003), suggesting that as teachers engage more in preparing instructional materials, their levels of burnout decrease. In contrast, Handling Classes and Monitoring of Students (B = -0.239, t = -0.908, p = .365) and Conduct of Consultation (B = -0.007, t = -0.041, p = .968) were not statistically significant predictors of burnout. This implies that these factors do not contribute meaningfully to changes in burnout levels when considered alongside the other variables. Teacher’s Behavioral Management emerged as the strongest predictor, showing a significant positive effect on burnout (B = 2.393, t = 11.547, p < .001), meaning that as the demands of behavioral management increase, so too does the level of professional burnout among teachers.

These findings suggest that among the predictors examined, Teacher’s Behavioral Management greatly contributes to teachers’ burnout, while Preparation of Instructional Materials can help alleviate it. Meanwhile, other workload components like monitoring students and conducting consultations may have less direct influence when other variables are accounted for. Addressing behavioral management challenges appears critical in efforts to reduce professional burnout, and reinforcing support systems for teachers in handling student discipline could be an effective intervention.

The current findings align with the study [11] which highlight that managing student behavior greatly contributes to teacher burnout. Both studies emphasize the importance of effective management practices and support systems in alleviating burnout and promoting teacher wellbeing.       The study [12] found a significant relationship between disruptive student behaviors and teacher burnout, indicating that teachers who struggle with managing behavior are at a higher risk for burnout. Together, these studies highlight the critical need to address behavioral management challenges to mitigate teacher burnout effectively.

CONCLUSION

Based on the results of the study, the following conclusions were drawn:

The level of teacher’s workload management is very high. Specifically, in terms of preparation of instructional materials, handling classes and monitoring of students, conduct of consultation, checking outputs and computing grades, and submission of academic reports, teachers have high level of teacher’s workload management.

The level of teacher’s behavioral management is very high. Specifically, in terms of democratic approach, assertive discipline approach, preventive approach, and intervention approach, teachers have very high behavioral management.

The level of professional burnout is moderate. Specifically, in terms of emotional exhaustion and lack of personal fulfillment, teachers have moderate level of professional burnout. On the other hand, in terms of depersonalization, teachers have low professional burnout.

There is no significant relationship between professional burnout and workload management. Similarly, the three sub-variables namely, handling classes and monitoring of students, checking outputs and computing grades, and submission of academic reports, were found to have no significant correlation to professional burnout. However, specific aspects, such as the preparation of instructional materials and the conduct of consultations, have demonstrated significant positive correlations with burnout.

There is significant relationship between professional burnout and behavioral management. However, when broken down into specific strategies, none of the individual behavioral management approaches demonstrated significant correlations.

The variables that best predict professional burnout of teachers are Teacher’s Behavioral Management and Preparation of Instructional Materials. Specifically, challenges in behavioral management are a strong predictor of increased burnout, while adequate preparation of instructional materials is associated with reduced burnout. Other factors, such as Handling Classes and Monitoring Students and Conducting Consultations, have a lesser predictive impact when these primary variables are considered.

ACKNOWLEDGMENT

The researcher would like to express her warmest thanks and gratitude to all the people who gave their unconditional support and assistance to make this research possible and successful:

To Joven De Asis who gave technical assistance and making it possible by sharing his expertise in the filled of statistics.

Conflicts of Interest: Funders had no input in how the study was designed, how the data was gathered, analyzed, interpreted, how the article was written, or whether the findings were published proofs of outcomes as an appendix that are not essential to the publication.

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