📄 Abstract
This study aimed to explore teacher-related burnout experiences among public elementary school teachers in the Division of Tagum City, focusing on the stressors that contributed to burnout, the coping mechanisms employed by the teachers, and the insights drawn from teachers’ resilience in sustaining their passion and commitment to teaching despite burnout. A qualitative research design using a phenomenological approach was used to capture the lived experiences of the nine purposively selected Kindergarten to Grade three teachers with at least ten years of experience. Data were gathered through in-depth interviews and analyzed using Colaizzi’s method. Ethical considerations such as informed consent, confidentiality, and voluntary participation were strictly observed. Findings revealed that teacher burnout was mainly caused by workload demands, emotional exhaustion, administrative responsibilities, and classroom challenges. Despite these, teachers demonstrated resilience through coping mechanisms such as collegial support, self-regulation strategies, positive thinking, time management, and strong professional commitment. Key insights showed that sustaining passion in teaching was linked to emotional regulation, supportive relationships, self-care, and professional growth. The study concluded that teacher burnout is a multidimensional phenomenon influenced by both individual and organizational factors, while resilience is sustained through personal and social support systems. It was recommended that school leaders strengthen workload management, enhance teacher support programs, and promote wellness initiatives. Teachers were encouraged to maintain effective coping strategies, while families and communities were urged to provide emotional support. Future researchers were encouraged to conduct similar studies in other contexts and use mixed-method approaches to deepen understanding of teacher burnout and resilience.
🏷️ Keywords
📚 How to Cite:
Theressa Angela H. Caňete , TEACHER-RELATED BURNOUT EXPERIENCES AMONG PUBLIC ELEMENTARY SCHOOLS , Volume 13 , Issue 6, June 2026, EPRA International Journal of Environmental Economics, Commerce and Educational Management(ECEM) , Pages: 162 - 175 , DOI: https://doi.org/10.36713/epra28293