Teacher Stress and Burnout in Basic Education: The Role of Administrative Support

Teacher well-being and burnout pose an ongoing threat to learning quality, teacher retention and overall school effectiveness. Higher levels of work-related burnout were significantly associated with lower psychological wellbeing. The research studied how teachers experience stress and burnout when they receive different levels of administrative support at basic education schools which operate in Toledo City Division of Cebu during the academic year 2025–2026. The study examined essential teacher characteristics which included their age and gender, educational background, teaching experience and current teaching assignments. The researcher used a quantitative descriptive-correlational research method to collect data from 42 teachers through their completion of Likert-scale survey questionnaires. The results found that teacher experienced moderate stress, which affected their workload and time management abilities, and they also showed moderate emotional exhaustion, low depersonalization, and high personal accomplishment. The administrative staff members offered help to teachers at a level that people considered to be moderate. The research discovered that stress levels showed a strong positive link to burnout development, whereas neither stress nor burnout showed any connection to how administrative staff members provided support. The research results showed that teachers maintain their resilience while ongoing stress leads to burnout development, which occurs even when teachers receive administrative support. The results provide strong guidance to develop T.H.R.I.V.E.: Teacher Well-Being and Burnout Prevention Action Plan, which uses targeted workload management strategies and stress reduction interventions, and structured wellness support systems to help teachers build resilience and sustain their professional well-being.

Administration and Supervision, Administrative Support, Stress, Burnout, Descriptive-Correlational, Toledo City

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