Teacher’s Burnout and Perceived Self-Efficacy as Predictors to Classroom Management: A Quantitative Inquiry

Rd Quibrar, Angelou Abbas, Irish kaye H. Pilos, Cañete, Juralyn Jean A., Yahweh F. Calugas, Joven V. Ecbat, Nathaniel R. Gozon, Aj N. Jamito, Gian Carlo E. Nobleza, Kurt O. Ocay, Jesraem A. Pelandas, Sheenah F. Retolla, Matthew L. Tandoc, Naro S. Versano, Krystal Joy M. Clamares and Anna Marie O. Pelandas
Additional contact information
Rd Quibrar: Department of Education, Senior High School Students, Philippines
Angelou Abbas: Department of Education, Senior High School Students, Philippines
Irish kaye H. Pilos: Department of Education, Senior High School Students, Philippines
Cañete, Juralyn Jean A.: Department of Education, Senior High School Students, Philippines
Yahweh F. Calugas: Department of Education, Senior High School Students, Philippines
Joven V. Ecbat: Department of Education, Senior High School Students, Philippines
Nathaniel R. Gozon: Department of Education, Senior High School Students, Philippines
Aj N. Jamito: Department of Education, Senior High School Students, Philippines
Gian Carlo E. Nobleza: Department of Education, Senior High School Students, Philippines
Kurt O. Ocay: Department of Education, Senior High School Students, Philippines
Jesraem A. Pelandas: Department of Education, Senior High School Students, Philippines
Sheenah F. Retolla: Department of Education, Senior High School Students, Philippines
Matthew L. Tandoc: Department of Education, Senior High School Students, Philippines
Naro S. Versano: Department of Education, Senior High School Students, Philippines
Krystal Joy M. Clamares: Department of Education, Senior High School Teachers, Division of Davao de Oro, Philippines
Anna Marie O. Pelandas: Department of Education, Senior High School Teachers, Division of Davao de Oro, Philippines

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 4, 2757-2771

Abstract: This study dealt with the influence of Teacher’s Burnout and Perceived Self-Efficacy to Classroom Management among High School Teachers in Mawab, Davao de Oro. The primary goal of this study was to determine the level of teacher’s burnout and perceived self-efficacy to classroom management in terms of their respected indicators, the significant difference between burnout and perceived self-efficacy to classroom management, and what domains of burnout and perceived self-efficacy substantially influence classroom management. Also this study utilized a quantitative-correlational design with 113 respondents among teachers in three chosen High Schools’ in Mawab, Davao de Oro. The average weighted mean, Pearson-R, and Multiple Regression analysis were the statistical tools used in this study. Along with this, result showed a low level of burnout among teachers in terms of coping with job-related stress, attitude towards students, and perceived administrative support, and very low level in terms of career satisfaction. In another independent variable which was perceived self-efficacy, it showed a very high level in terms of instructional self-efficacy, efficacy to create positive school climate, and efficacy to enlist parental involvement, while efficacy to influence decision making, and disciplinary self-efficacy got a high level. Likewise, the result showed a very high levels in every indicator of classroom management. Additionally, only perceived self-efficacy had moderate correlation towards classroom management, while teacher’s burnout got a negligible correlation. Hence, this led to the rejection of null hypothesis in terms of perceived self-efficacy and not rejecting the null hypothesis in terms of teacher’s burnout. Also all domains of teacher’s burnout had low ratings and perceived self-efficacy as most perceived by teachers. This meant that teachers were showing lower levels of burnout and higher levels of perceived self-efficacy which led them to have an effective classroom management. This result led the teachers to be aware that having a self-efficacy is very important to lessen their burnout in managing their classrooms.

Date: 2024
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