Occupational Stress and Burnout among Teachers in a Private Basic Education Center in Northern Luzon

Abstract

Teacher occupational stress and burnout remain concerns because sustained work demands may affect educators’ well-being and professional functioning. This study assessed occupational stress and burnout among full-time teachers in a private basic education center in Northern Luzon and examined differences across selected demographic characteristics. A quantitative, cross-sectional descriptive–comparative design was employed using total enumeration. All 52 eligible teachers participated, yielding a 100% participation rate. Data were collected using the Teacher Stress Inventory and the Maslach Burnout Inventory–Educators Survey and analyzed through descriptive statistics, Mann–Whitney U tests, and Kruskal–Wallis H tests at the .05 significance level. The teachers generally reported mild occupational stress, with time management, discipline and motivation, fatigue manifestations, and work-related stressors emerging as the more evident concerns. Burnout findings reflected periodic emotional exhaustion, relatively infrequent depersonalization, and a sustained sense of personal accomplishment. Occupational stress did not significantly differ according to sex, age, educational attainment, marital status, or combined family income. A statistically significant difference was observed only in professional investment according to length of service, with teachers who had three to five years of service reporting greater stress than those with zero to two years. No significant demographic differences were found across the burnout dimensions. Given the numerous inferential comparisons and unequal subgroup sizes, demographic findings warrant cautious interpretation. The results provide an institution-specific basis for prioritizing support in workload and time management, classroom-management demands, fatigue, emotional wellness, and professional development. The proposed guidance intervention program should be regarded as an evidence-informed institutional strategy requiring pilot implementation and evaluation before its effectiveness can be established.