Proactive Stress-Management and Burnout-Prevention Strategies among Public Elementary School Teachers

This study mainly aims to determine guidelines on proactive anti-burnout strategies. Teachers who fail to manage their stress levels are the ones who stress out, burn out and leave the profession to find a less challenging but less rewarding career. This study focuses on strategies that can take proactive measures to prevent stress from having a negative
effect on their lives and their career. In line with this, this paper also aims to find out the profile of the teacher respondents in terms of age, sex, educational attainment, position/rank, years of service and seminars attended; assessment of the teacher respondents in terms of pro-active burnout strategies; and this will lead to the proactive anti-
burnout strategies among teachers.
A survey questionnaire was used to assess 70 teacher respondents from Calamba Elementary School (CES) as the venue of this paper located at Mabini St., Brgy. 5, Calamba City, Laguna. The questionnaire is developed using a 4-point scale. The gathered data were subjected to statistical treatment which are frequency count, weighted mean, f-test, and chi-square test.
As a result, teacher respondents are mostly 25-35 years old; female; have MA units; are Teacher I; are 5 to 10 years in service; and have more than 10 seminars attended in the last three years related to the topic. Also, teacher respondents, in general, always do or consider the proactive anti-burn-out strategies. Lastly, there are no significant differences on the assessment of the respondents and there are no relationships between their assessment and their profile.

Proactive, Burn-out, Strategy

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