Evaluation Form 2

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Title: Mediating effect of self-awareness on the relationship between
burnout and psychological well-being of private school teachers.
CHAPTER 1
INTRODUCTION
Background of the Study
Health and work behavior equation are very important aspects of better
performing organizations. In fact, many institutions continuously monitor the well-
being of their employees to ensure better productivity at work. On the other hand,
the most complaints common to teachers are exhaustion, fatigue, headache,
and tension that may result to burnout. This is why becoming and staying
psychologically healthy is important for all workforce, and one way to build
competitive advantage for an institution is to improve the health status and well-
being of their employees and developing healthier employees will result in a
more productive workforce.
Due to demands in the work, many employees exert enormous amount of
pressure toensure a smooth operation and achieved the desired goal. This
continuous pressure would eventually take a toll on them and can often lead to
chronic stress(Huang, 2011), which then can cause psychological, emotional,
physical and behavioral problems among employees and affects their overall
well-being (Bupa’s Health Information Team, 2011). Several studies provide
emphasis on the problem about work related stress that impacts the well-being of
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the employees. In fact, nearly three-quarters of American workers surveyed in
2007 reported experiencing physical symptoms as a result of stress in work
(APA, 2008).
Moreover, it is estimated that roughly two-thirds of Americans reported
physical and emotional discomfort as a result of burnout at work, and 30 percent
of workers surveyed reported “extreme” stress levels.Furthermore,the common
on-the-job stressors include longer work hours, lack of participation in decision-
making, ineffective management style and unpleasant work environments that
includes disruptive noise levels (APA, 2008).
In the Asian scenario, a Japanese poll conducted by the Health and
Welfare Ministry (2005) indicated that about 45% percent of Japanese workers
complain about their general welfare and felt stress on their jobs. As supported
by the study of Huang and Mujtaba (2009), they indicated that extreme stress of
burnout can lead to decreased productivity, poor well-being, and can have
negative impact to the organization itself. In the context of academic
organization, it is recognized that teachingis one of the proven stressful job
based on previous studies (Shirley & Kathy, 2002, Sveinsdottir, H., Gunnarsdottir,
H.K., Fridriksdottir, H., 2007). They further mentioned that managing the
academic and improving the quality of outcomes is highly stress-provoking
(Sveinsdottir et al. 2007).
In the Philippines, the study of Mingoa (2017) revealed that teachers
experience several signs of symptoms of poor well-being. Out of 100 teachers in
her study, 71 percent experienced fatigue, 41 percent complain on percent

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aching neck and shoulder muscles, 39 percent have lower back pain, 34 percent
have sleep disturbances and insomnia, and 22 percent suffered migraine
headaches and menstrual distress or irregularities (22%). Furthermore, she
stated that complaints on aching neck and shoulders and lower back pain are
associated with the nature of the work.
Meanwhile, there are so many literatures that can explain the relationship
between burnout and psychological well-being of a person.Chung and Harding
(2009) showed that burnout significantly predict the psychological well-being of
staff working with people with disabilities. Likewise, Borritz (2006) found very
clear associations and the expected pattern that the highest correlation was
between Personal Burnout and Vitality (r=.77), and the lowest was between
Client Burnout and General Health (r=.33).
Moreover, self-awareness is generally associated with positive
psychological well-being. Brown and Ryan (2003) conducted correlational, quasi-
experimental, and laboratory studies that the self-awareness measures a unique
quality of consciousness that is related to a variety of well-being constructs, that
differentiates mindfulness practitioners from others, and that is associated with
enhanced self-awareness. An experience-sampling study shows that both
dispositional and state mindfulness predict self-regulated behavior and positive
emotional states. Finally, a clinical intervention study with cancer patients
demonstrates that increases in mindfulness over time relate to declines in mood
disturbance and stress.

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However there is no single study pertaining to the three variables.This
intervening variable is the self-awareness which is widely disregarded by
educators and clinicians as an essential factor that address effectively the effects
of a predictor on the psychological well-being (Ridley, Mollen, & Kelly,
2011).Increasing self-awareness may lead to important psychological outcomes
such as better well-being. Despite this common belief, there is a scarcity of
research on the role of self-awareness in the relationship of personal variables
and psychological outcomes of teachers (Pieterse, Lee, Ritmeester, & Collins,
2013).
Moreover, the importance of self-awareness continues to grow, there is
not yet a comprehensive measure available to capture this range of effects and
outcomes. Instead, it seems that each new study focuses on a different outcome,
or that outcomes are investigated according to what is currently of wider interest
in the psychological literature. This approach is certainly beneficial in establishing
specific outcomes associated with self-awareness, it does leave the field
somewhat fragmented. A single measure that could assess the whole range of
potential outcomes of self-awareness would provide a dual benefit to researchers
and practitioners. First, it would enable further theoretical differentiation of
existing self-awareness concepts through a consideration of their differential
impacts on individual lives. Second, it would provide an effective means for
evaluating the potential changes brought about by awareness-building
interventions (Sutton 2016).

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In this study, the researcher will explore the mediating effect of self-
awareness on the relationship between burnout and psychological well-being of
private school teachers On the other hand, the finding of this study will be the
basis for intervention program and addition literature for school administration
and in the field of leadership.
Statement of the Problem
This study aimed to determine the mediating effect of self-awareness on
the relationship between burnout and psychological well-being of private school
teachers.Specifically, this sought answers to the following questions:
1. What is the degree of burnout of teachers in terms of:
1.1 personal
1.2 work; and
1.3 client?
2. What is the level of psychological well-being of teachers in terms of
2.1.autonomy
2.2 environmental mastery
2.3 purpose in life
2.4 personal growth
2.5 positive relations; and

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2.6 self-acceptance?
3. What is the level self-awarenessof teachers in term of
3.1 self-reflection ,and
3.2 rumination?
4. Is there any significant relationship between
3.1 burnout and psychological well-being
3.2 self-awareness and psychological well-being; and
3.3 burnout and self-awareness?
5. Does self-awareness significantly mediate the relationship between burnout
and psychological well-being of teachers?
6. Based on the findings what intervention program on wellness can be
proposed?
REVIEW OF RELATED LITERATURE
This section presents the related literatures and studies, information,
ideas, and insights from different sources related to the subject of the study.
Burnout
The burnout concept was first described in the 1970s and originally
referred to as a reaction on interpersonal stressors on the job (Schaufeli, Leiter,
Maslach, (2009)Gemlik, (2010).This variable has three indicators, namely:
personal burnout, work burnout, and client burnout.

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The concept was traditionally examined in the context of human services,
such as health care, social work, psychotherapy and teaching. One of the most
prominent definitions describes burnout “as a syndrome of emotional exhaustion,
depersonalization, and reduced personal accomplishment that can occur among
individuals who work with people in some capacity” (Maslach, Jackson and
Leiter, 1996). Exhaustion occurs as a result of one’s emotional demands.
Depersonalization refers to a cynical, negative or detached response to care
recipients / patients. The reduced personal accomplishment refers to a belief that
one can no longer work effectively with clients / patients / care recipients
(Maslach, et al. 1996).
The “burn-out” metaphor implies not only that somebody had to be
“burning” (i.e. is strongly liked his/her job, was strongly committed, etc.) before he
or she would be able to “burn-out”, but also that once a fire is burning, it cannot
continue to burn unless resources are provided to keep it on burning. In other
words, employees’ energy or capacity to work can diminish over time when the
work environment does not provide resources and is especially demanding. In a
terminal stage a state of physical, emotional and mental exhaustion will occur
from which it is hard to recover (Schaufeli& Greenglass, 2001).
However, the chronic nature of burnout is probably not due to its genetic
or personality origins but rather to work-related (Bekker, Croon, and Bressers,
2005). Copenhagen Burnout Inventory conceives burnout as residing in three
interconnected domains: those of life, work, and service to clients, and their
respective items reflect the fact that client-related burnout is nested within work-
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related burnout, which in turn is nested within burnout in life in general (gauged,
for example, by the items ‘‘tired working with clients’’, ‘‘tired at work’’, and ‘‘tired
in general’’, respectively) (Shirom, 2005). Taris, Le Blanc, Schaufeli,
andSchreurs, 2005) show that these three dimensions can be considered as
separate concepts that affect each other’s development across time, lending
some credit to the idea that exhaustion triggers withdrawal behaviors (i.e.
increased cynicism and depersonalization).
Moreover a new tool being made to measure burnout. It is called
Copenhagen Burnout Inventory (CBI). The CBI is being used in a number of
countries and translations into eight languages. The CBI consists of three scales
personal burnout, work-related burnout, and client-related burnout, for use in
different domains. All three scales were found to have very high internal
reliability, and non-response rates were small. Three forms of burnout were
defined and constructed accordingly (Kristensen, Borritz,Villadsen, and
Christensen, 2005).
Personal or generic burnout measuring the degree of physical and
psychological exhaustion experienced by the person, regardless of occupational
status. This is intended to answer the simple question: How tired or exhausted
are you? It was our intention to create a scale that is sensitive at ‘‘the negative
end’’, e.g. among persons with a relatively high level of fatigue or exhaustion
Burnout appears to be a response to interpersonal stressors on the job, in
which an overload of contact with people results in changes in attitudes and
behaviors toward them Gemlik et al., (2010). In particular, burnout has been
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defined as a syndrome of emotional exhaustion, depersonalization, and a
reduced sense of personal accomplishment that can occur among individuals
who work with people in some capacity (Maslach, Jackson, Leiter 1986).
In the late 1980s burnout was more and more noticed also outside the
work with patients and care recipients (Schaufeli et al. 2009). In a more general
way burnout can be seen as a state of exhaustion in which one is cynical about
the value of one’s occupation and doubtful of one’s capacity to perform (Maslach,
et al. 1996). Researchers agree that stressors leading to burnout in human
services can also be found in other occupations (Burisch, 2006).
Work-related burnout measuring the degree of physical and
psychological exhaustion which is perceived by the person as related to work.It
focus on the person’s own attribution of symptoms to her/his work. It determines
and identify persons who are tired but who attribute the fatigue to non-work
factors such as, e.g. health problems or family demands.
According to. Demerouti, Bakker, Nachreiner, and Schaufeli, 2007), the
development of burnout follows two processes. The first process is related to job
demands which lead to frequent overtaxing and consequently to exhaustion. A
lack of job resources (e.g., lack of social support), on the other hand, represents
a second process which in the end leads to disengagement from work. If
resources are not functional in meeting job demands, withdrawal behavior from
work will occur. Withdrawal behavior consequently leads to disengagement
which refers to distancing oneself from one’s work, and experiencing negative
attitudes toward the work object, work content, and one’s work in general
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Demerouti et al., (2007). The third component of burnout, reduced personal
accomplishment, is rather incidental in that process and is not seen as a core
dimension of burnout.
Moreover,human service professionals like teachers are not strangers to
experiencing burnout. Individuals whose jobs entail working with and serving
people are prone to feelings of failure and being worn-out (Waugh & Judd, 2003).
Teachers are not exempt from the sensations of physical, emotional and mental
exhaustion as a result of the demands they face in their day-to-day work
(Maslach, 1982). Among the observable indicators of burnout are 1) emotional
depletion, characterized by low morale and lack of enthusiasm; 2)
dehumanization as shown by insensitive attitudes toward students; and 3) low
sense of personal achievement (Yu, 2005). Teacher burnout affects job
performance and consequently the level of achievement of the learners (Sari,
2004). It also leads to teachers leaving the classroom for less stressful jobs,
which, in turn brings about teacher shortage (Zalaquett& Wood, 1997).
Client related burnout measuring the degree of physical and
psychological exhaustion which is perceived by the person as related to work
with clients. People can attribute their fatigue to factors other than their work with
clients. Here is the degree to which people see a connection between their
fatigue and their ‘‘people work’’. ‘‘Clients’’ is a broad concept covering terms such
as patients, inmates, children, students, residents, etc.
It should be noted that burnout comes a long term process. Such a time
may vary from person to person depending upon his environment, situation and
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stamina (Gandapur, Rehman, Khan, 2010). Thus, Hughes (2001) revealed in his
study that there are high number of teachers, with high levels of burnout, who
remain in their positions, posing difficulties, such as lower performance, and
negative attitudes towards other employees, and their own students (Hughes,
2001).
Latest study also revealed that female teachers report higher levels of
stress and mental health difficulties, and higher levels of emotional exhaustion
(Yang, Ge, Hu, Chi, and Wang, 2009). High levels of burnout can be found in
teachers high on neuroticism, introversion (Cano-Garcia, Padilla-Munoz, and
Carrasco-Ortiz, 2005). Thus, the triggering factor includes environment stressors.
Environmental stressors are the social relationships of the teachers with
students, colleagues and principals (Brouwers and Tomic, 1999). Moreover,
many studies have found out that teachers report a high level of mental
exhaustion, more specifically psychological distress and burnout (Kovess-
Masféty, Sevilla-Dedieu, Rios-Seidel, Nerrièr, and Chan Chee, 2006).
Furthermore, psychosocial characteristics of the workplace can affect immune
functioning (Bellingrath, Rohleder, andKudielka, 2010).
The level of burnout may be lessened by a person through coping
mechanisms and control. Those teachers who perceived less control over their
environment will report higher levels of stress (Geving, 2007). Hence, this
perceived control can, in turn, diminish the level of stress, increase self-esteem,
enhance performance, and professional efficacy in terms of positive outlooks
towards the job (Greenglass1997). Many authors have found out that burnout
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have been influencing the job satisfaction of the employees. (Banet, Plint and
Clifford, 2005, Verma, 2008). In addition, there is a negative relationship between
burnout and job satisfaction (Verma, 2008, Shukla and Tripta2008). And thus,
burnout has some bearing on the field of job-satisfaction and is linked to
extensive literature of occupational stress (Verma, 2008).
Schaufeli and Enzman (1998) report that the most frequently studied
occupational groups are nurses, teachers and social workers. What these
occupations have in common is their focus on “people work”. Burisch (2006), on
the other hand, reports studies where the focus was on students, athletes,
reporters, judges, librarians and even unemployed people. Therefore, burnout
can occur in almost every occupation. Nevertheless, more recent research
examines occupations that include the contact with people but “for which the
contact fell short of the demands of this more extensive relationships” (Maslach,
Schaufeli,Leiter,2001). In the line of this research mostly managers have been
the center of attention.One of the most salient negative organizational
consequences of burnout is reduced job performance (Halbesleben & Buckley,
2004; Maslach et al., 2001). Employees who are experiencing burnout are less
productive and effective.
They may, on the one hand, perform worse at the officially required work
outcomes and behaviors. On the other hand, they may as well be less willing to
help colleagues and may be losing their concern for the organization (Bakker,
Demerouti, & Verbeke,2004). Burnout is also associated with lower job
satisfaction, a reduced organizational commitment and higher intention to leave

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the job. Interestingly, burnout may even be “contagious”. Employees suffering
from burnout may more likely start conflicts with colleagues and disrupt joint work
tasks.
Psychological Well Being
Psychological well-being developed by Carol Ryff (1989)determines six
factors which contribute to an individual's psychological well-being, contentment,
and happiness. Psychological well-being consists of autonomy, environmental
mastery,purpose in life, personal growth, positive relations and self-acceptance.
Generally, well-being has been characterized from two perspectives. The clinical
perspective specifies well-being as the lack of negative states and the
psychological perspective defines well-being as the figure of positive attributes.
Positive psychological definitions of wellbeing in general include some of six
generic characteristics. The six characteristics of well-being most prevalent in
definitions of well-being are the active pursuit of well-being, a balance of
attributes, positive affect or life satisfaction, pro-social behaviour, multiple
dimensions, and personal optimisation (Barwais 2011).
Psychological well-being refers to positive mental health (Edwards, 2005).
Research has shown that psychological well-being is a diverse multidimensional
concept (MacLeod & Moore, 2000; Ryff, 1989b; Wissing& Van Eeden, 2002),
which develops through a combination of emotional regulation, personality
characteristics, identity and life experience (Helson& Srivastava, 2001).
Psychological well-being can increase with age, education, extraversion and
consciousness and decreases with neuroticism (Keyes et al., 2002). Moreover,

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Diener and Schwarz (1999) stated that the psychological well-being is equal to
the good life or satisfaction with life in a hedonic sense. The concept of well-
being finds its origin primarily in the hedonistic concept, by which well-being is
operationally defined by a high level of positive effects, a low level of negative
effects and high degree of life satisfaction.
Psychological well-being has undergone extensive empirical review and
theoretical evaluation (Wissing& Van Eeden, 1998). Bradburn’s (1969) initial
understanding of psychological well-being provided a depiction of the difference
between positive and negative affect. Preliminary research was mainly
concerned with the experiences of positive and negative affect, subjective well-
being and life satisfaction that were formed around the Greek word ‘eudemonia’,
which was translated as ‘happiness’ (Ryff, 1989).
Despite extensive evaluation and assessments, experts have indicated
that psychological well-being is a diverse multidimensional concept, with exact
components still unknown (MacLeod & Moore, 2000; Ryff, 1989b; Wissing& Van
Eeden, 2002). Ryff has extensively researched the objective understanding of
psychological well-being.
Ryff’s components of objective psychological well-being are outlined
separately below for explanation and clarification purposes. When unpacked
there appears to be a relationship between Ryff’s psychological well-being
components and the psychological skill components previously outlined, with
psychological well-being components seemingly inter-related with various
psychological skills components. A further association is that a variety of

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techniques including breathing and self-talk are used to improve both
psychological skills and psychological well-being (Berger, 1994, 1996, 2001;
Stelter, 1998, 2000, 2001; Wann& Church, 1998; Weinberg & Gould, 2007).
Autonomy.Autonomy is the regulation of one’s own behavior through an
internal locus of control (Ryff, 1989; Ryff& Keyes, 1995). A fully-functioning
person has a high level of internal evaluation, assessing the self on personal
standards and achievements while not relying on the standards of others.A high
level of autonomy suggests independence with a low level suggesting concern
over self-perception. Internal locus of control is an important component of
motivation (Weinberg & Gould, 2007) with athletes’ generally requiring autonomy,
personal insight and objectivity in order to sustain self-confidence and belief.
Autonomy is also linked to self-determined motivation in sport participation
(Huang &Jeng, 2005).
Environmental mastery.Environmental mastery refers to choosing and
controlling the surrounding and imagined environment through physical and/or
mental actions (Ryff, 1989b; Ryff& Keyes, 1995). While a high level of
environmental mastery reflects control over one’s context, a low level is related to
inability to successful control one’s environment (Ryff, 1989b). A mature
individual is generally able to interact and relate to a variety of people in diverse
situations and adapt to various contexts upon demand. Being in control of
physiological and cognitive arousal can improve an athlete’s control and
understanding of their surroundings, as well as their interactions with others.
Imagery results in improved self-awareness as well as enhanced situational and

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environmental understanding (Potgieter, 1997; Weinberg & Gould, 2007).
Environmental mastery means being able to control complex environmental and
life situations (Ryff, 1989b) and to seize opportunities which present themselves.
It often requires the ability to step out of one’s ‘comfort zone’ when striving for
optimal sporting performance.
Personal growth. Personal growth is the ability to develop and expand
the self, to become a fully functioning person, to self-actualize and accomplish
goals (Ryff, 1989; Ryff& Keyes, 1995). This requires one to continually evolve
and solve problems thereby expanding one’s talents and abilities. An elevated
level of personal growth is associated with continued development while a
depleted level is suggestive of a lack of growth. Sportspeople with a growth
mindset realize hard work yields results (Dweck, 2005). A growth mindset
requires openness to a variety of new and diverse experiences. Athletes, who
are humble but confident, are constantly striving for personal growth and holistic
development (Weinberg & Gould, 2007); they generally use positive and negative
performances, as well as goals achieved, to enhance personal growth. Personal
growth is potentially the psychological well-being dimension that is closest to
eudemonia (Ryff, 1989).
Purpose in life. Purpose in life refers to the perceived significance of
one’s existence and involves the setting and reaching of goals, which contribute
to the appreciation of life (Ryff, 1989b; Ryff& Keyes, 1995). Mental health
includes awareness that one has a greater goal and purpose in life (Ryff, 1989b).
Purpose in life creates direction, thereby eradicating despondency. Goals are an

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important part of striving for success (Miller, 1997). Maturity involves having a
clear sense of intentionality (Ryff, 1989b).
Positive relations. Having positive relations with others is an essential
component in the development of trusting and lasting relationships as well as
belonging to a network of communication and support (Ryff, 1989b; Ryff& Keyes,
1995). A calm and relaxed approach reflects maturity, leads to improved
interactions and better consideration of others. While good relations result in an
understanding of others, poor relations can cause frustration (Ryff, 1989b). The
ability to have good human relations is one key feature of mental health with
pathology often characterized by impairment in social functioning (American
Psychiatric Association, 2000). Communication is an important part of team
interactions (Miller, 1997; Potgieter, 1997).
Self-acceptance. Self-acceptance is the most recurring aspect of
psychological well-being. It is a fundamental feature of mental health and an
element of optimal functioning (Ryff, 1989b; Ryff& Keyes, 1995). Healthy levels
of self-acceptance create a positive attitude and improved satisfaction with life
(Ryff, 1989b). Moderate levels of confidence lead to greater achievement and
acceptance (Wann& Church, 1998; Weinberg & Gould, 2007), with positive
feedback from others important in the maintenance of self-confidence and belief.
Self-acceptance is a key component of self-actualization, enhanced
psychological functioning and development (Ryff, 1989b). It entails accepting the
past and present as well as maintaining direction for the future.
Self-awareness
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Self-awareness is the key cornerstone to emotional intelligence, according
to Daniel Goleman. It is an ability to monitor our emotions and thoughts from
moment to moment is key to understanding ourselves better, being at peace with
who we are and proactively managing our thoughts, emotions, and behaviors. He
added that self-aware people tend to act consciously rather than react passively,
to be in good psychological health and to have a positive outlook on life. It is also
having greater depth of life experience and are more likely to be more
compassionate to themselves and others.A distinction is often drawn, for
example, between situational and dispositional self-awareness (Brown & Ryan,
2003), reflecting the different approaches of social psychologists and personality
psychologists respectively.
Sutton (2016) of Europe's Journal of Psychology Dispositional define self-
awareness a primary means of alleviating psychological distress and the path of
self-development for psychologically healthy individuals. It is conceptualized in
several different ways, including insight, reflection, rumination and mindfulness
Sutton added that self-awareness as a conscious awareness of one’s
internal states and interactions with others. A significant volume of research has
elucidated the relationship of various conceptualizations of self-awareness with
health-related variables (Ghasemipour, Robinson, &Ghorbani, 2013) and
different psychological variables, particularly well-being (Brown ,Ryan and
Creswell2007). However, research on the more behavioral outcomes of
increased self-awareness tends to be fragmented and focus on one or two
outcomes at a time. If self-awareness is to be promoted as of direct value to

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individuals, organizations and society, it is important to assess the full range of
potential outcomes Brown et al.,( 2007).
Self-awareness was used as a component that reflects the importance of
recognizing one’s own feelings and how they affect one’s performance. It is an
ability to recognize own emotions, and the effects. Being guided of the feelings
by the personal values. It is like being aware of own emotions, and how it affect
in the behavior, is crucial to effective interaction with others. But it can also be
crucial to a personal health and well-being (Mowery (2013).
On the other hand, Riedi (2014) defined self-awareness as the ability to
recognize and understand one’s own emotions. People with this competence are
able to identify subtle differences in their emotions and know how their emotions
affect their behavior, decisions, and performance. Moreover, someone should be
able to have their own radar by identifying, recognizing and understanding every
circumstance that will happen and make the right responses.
Yeung (2009) had argued that if emotional intelligence were a journey,
then self-awareness would be the skill of map reading. It tells you where you are
at the moment, the current mood or emotion you may be experiencing. And it
shows you where you want to get to a goal, or perhaps an emotion or mood that
may help you to achieve your goal.
Yeung (2009) had further argued that successful people are usually no
cleverer than we are. What they are better at is self-motivation when they feel
despondent. They feel worried and afraid but decide to do it anyway. When they
lack confidence, they find ways to summon up courage, they get embarrassed
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and angry too, but they hide it and get on with the task at hand. The awareness
of how our emotions affect what we are doing is the fundamental emotional
competence. Emotional awareness starts with the realization of our feelings
which is present in all of us and with recognition of how these emotions shape
what we see think, and do, and how the awareness will affect those we are
dealing with.
In a comparison of executives who derailed and those who did well,
finding suggests that both groups had weaknesses; the critical difference was
that those who did not succeed failed to learn from their mistakes and
shortcomings. The unsuccessful executives were far less open to acknowledge
their own faults, often rebuffing people who tried to point them out. This
resistance meant they could do nothing to change them. In another study of
hundreds of managers, from twelve different organizations, accuracy, in self-
assessment was a hallmark of superior performance, something poorer
performers lacked. It’s not that star performers have no limits on their abilities,
but that they are aware of their limits, and so they know where they need to
improve or they know how to work with someone else who has strength they lack
(Goleman 1998).
In addition, Morin (2002) said that self-awareness is made up of two
fundamentally different types of self-focus is very exciting and informative; this
distinction between self-reflection and self-rumination already allows for
qualifications and refinements of important assumptions and past findings about
self-awareness.
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Moreover, Sutton (2016) of Europe's Journal of Psychology Dispositional
define self-awareness a primary means of alleviating psychological distress and
the path of self-development for psychologically healthy individuals. It is
conceptualized in two ways, self-reflection and rumination
Self-reflection. The Self-Reflection is a measure of private self-
consciousness which would assess internal state awareness (insight) separately
from self-reflection. Self-reflection is defined as the extent to which an individual
pays attention to and evaluates his/her internal states and behaviors, while
insight is the clarity of understanding of these states and behaviors that the
individual has (Grant, Franklin, & Langford, 2002). Furthermore, Grant et al.
(2002) note that these abilities to monitor and evaluate are essential components
of self-regulation and goal-directed behavior. While self-reflection are related to
well-being, it is not a straightforward relationship. Insight is related to increased
psychological well-being and cognitive flexibility, while self-reflection is
associated with higher anxiety but lower depression. A so-called ‘self-absorption
paradox’ seems to exist: higher self-attentiveness is associated with both better
self-knowledge and increased psychological distress Sutton (2016).
Moreover, Morin 2002 stated that Self-reflectors, enjoy examining
themselves and learning new things about themselves, and indeed know more
about themselves and are morein control of their destiny, are characterized by
better mental health.
Self-rumination. It means not being able to shut off thoughts about the
self. Rumination to neuroticism, reflects a tendency to focus on negative self-

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perceptions and emotions. The differential impact of these two forms of self-
attentiveness has been demonstrated in many areas, including the interpersonal
arena: rumination is associated with impaired interpersonal skills and increased
negative affect while reflection is associated with improved interpersonal skills
(Takano, Sakamoto, &Tanno, 2011).
In addition, self-ruminators anxiously examine the self and keep finding or
focusing on bad things about themselves, are more prone to sadness, poor self-
image,and apprehension(Morin, 2002).
Burnout and Psychological Well-being
Burnout has been shown to be related to higher levels of depression,
chronic fatigue, psychosomatic symptoms, poor well-being and a less satisfying
home and personal life (Schaufeli&Buunk, 2003). In the same way, Burke et al.
(2010) examined the relationship between self-reports of burnout and indicators
of psychological well-being of nursing staff. Data were collected from 224 staff
nurses using anonymously completed questionnaires. Three indicators of
burnout were considered: emotional exhaustion, cynicism, and lack of personal
efficacy. It is revealed that controlling for both personal demographic and work
situation characteristics indicated that burnout accounted for significant
relationship with psychological well-being.
Similarly, the study of Chung and Harding (2009) showed that burnout
significantly predict the psychological well-being of staff working with people with
disabilities. Likewise, Borritz (2006) found very clear associations and the
expected pattern that the highest correlation was between Personal Burnout and
23
Vitality (r=.77), and the lowest was between Client Burnout and General Health
(r=.33).
Furthermore, Burke and Greenglass (2007) examined a research model
developed to understand psychological burnout and emotional and physical well-
being. Data were collected from 833 school-based educators using
questionnaires completed anonymously. Three groups of predictor variables
identified in previous research were considered: individual demographic and
situational variables, work stressors and social support. Some support for the
model was found. Individual demographic characteristics and work stressors
were strong predictors of psychological burnout. Individual demographic
characteristics, work stressors and components of psychological burnout were
strong predictors of work attitudes and emotional and physical health.
Self-Awareness and Psychological Well-being
Sutton (2016) explained that self-awareness is generally associated with
positive psychological well-being. Brown and Ryan (2003) conducted
correlational, quasi-experimental, and laboratory studies that the self-awareness
measures a unique quality of consciousness that is related to a variety of well-
being constructs, that differentiates mindfulness practitioners from others, and
that is associated with enhanced self-awareness. An experience-sampling study
shows that both dispositional and state mindfulness predict self-regulated
behavior and positive emotional states. Finally, a clinical intervention study with
cancer patients demonstrates that increases in mindfulness over time relate to
declines in mood disturbance and stress.

24
On the other hand, the study Cines et. al. (2015) shows that awareness is
associated with depressed mood in non-clinically depressed participants.
However, depressed moods do not appear to reflect the direct psychological
reaction to awareness. Moreover, awareness has an indirect association with
quality of life via depressed moods and suggests that awareness does not have
a direct negative impact on overall psychological well-being.
Meanwhile, the study of Harringtn and Lofredo (2010) found that among
the six dispositional self-focused attention variables examined, only the Self-
Reflection and Insight Scale's Insight subscale successfully predicted both
subjective well-being (as measured by Satisfaction With Life Scale) and
eudaemonic well-being (as measured by Psychological Well-Being Scale). The
Rumination–Reflection Questionnaire's Rumination subscale was the next most
comprehensive predictor of psychological well-being, playing a negative
predictive role for three of the six psychological well-being dimensions. Finally,
the Rumination–Reflection Questionnaire's Reflection subscale played a
predictive role, a positive one, only in the psychological well-being dimension of
Personal Growth. Hence, the study of Lyke (2009) revealed that insight, but not
self-reflection, is related to subjective wellbeing and that insight is a very
important dispositional self-focused attention variable related to positive well-
being.
Burnout and Self Awareness
Hernandez et. Al (2015) revealed in their study that self-awareness
mediates the relationship between supervisor burnout and workgroup

25
perceptions. Self-awareness allows supervisors with higher burnout levels to
maintain workgroups with better climate than supervisors with the same burnout
levels but with lower self-awareness. It was examined the relationship of burnout
at the individual level, as experienced by the supervisor, and civility and
psychological safety at the workgroup level, as experienced by subordinates,
while evaluating the role of the supervisor's self-awareness.
On the other hand, Haedike (2015) examined a sample of 197
psychotherapists looking at correlations between burnout, self-awareness, self-
care, and wellness, which found significant correlations among all the variables.
Further analysis suggested that wellness and self-care behaviors were more
directly related to reduced burnout than self-awareness. Insight was not shown to
have a direct relationship with increasing self-care behaviors, but rather
appeared to have an indirect relationship in increasing wellness and reducing
burnout. Overall results indicate the strongest relationship was between
increased wellness and reduced burnout, suggesting that increasing a
practitioner's overall wellness is likely to be the best way to prevent or reduce
burnout.
Theoretical Framework
This study is anchored on the proposition of Pearlin et al. (1981),
Fenigstein et al. (1975), Hätinen et al. (2009), Leiter et al. (2013), Maslach,
Schaufeli, and Leiter (2001).
With respect to the link between burnout and psychological well-being, the
study of Pearlin et al. (1981) suggest mental and psychological adversities can
26
arise as a result of prolonged stress or burnout. Hence, it is believed that the
chronic effect of stress “burnout” can lead to adverse mental health outcomes
“psychological well-being”. It is explained that the experience of life/chronic
stressors is linked to mental health problems by a process of underlying
individual and social experiences. With the advent of the stress process
paradigm, Pearlin and his colleagues ultimately shifted the sociological study of
mental health from an emphasis on psychiatric disorder to a focus on social
structure and its consequences for stress and psychological distress (Avison,
Aneshensel, Schieman, & Wheaton, 2009). Accordingly, this theory took the front
seat as the dominant perspective for informing sociological inquiry of stress and
mental health (Avison et al., 2009).
In the association of self-awareness and psychological well-being,
Fenigstein et al. (1975) emphasized that self-awareness has long been seen by
practitioners and researchers as both a primary means of alleviating
psychological distress and the path of self-development for psychologically
healthy individuals. The importance of self-awareness goes beyond well-being
and mental health to include substantial impacts on day-to-day functioning. It has
important effects on performance, with reflection and mindfulness encouraging
persistence with tasks despite performance-related stress (Feldman, Dunn,
Stemke, Bell, & Greeson, 2014) and rumination related to interpersonal
difficulties (Brinker, Chin, & Wilkinson, 2014). A significant amount of research
has elucidated the relationship of various conceptualizations of self-awareness

27
with health-related variables (Ghasemipour, Robinson, &Ghorbani, 2013) and
different psychological variables, particularly well-being (Brown et al., 2007).
In the link between burnout and self-awareness, burnout has strong
effects on individual behavior such as self-awareness (Hätinen et al., 2009; Leiter
et al., 2013; Maslach, Schaufeli, & Leiter, 2001); therefore burnout in employees
should affect their workplace behaviors. Burnout spreads within shared job
environments and because burnout often involves weakening personal
awareness and a growing cynicism (Maslach et al., 2001).
Conceptual Framework
Figure 1 shows the conceptual model showing the relationships of the
variables. The independent variable is the burnout which refers to the response
to interpersonal stressors on the job resulting to exhaustion (Gemlik, 2010). This
variable has three indicators, namely: personal burnout, work burnout, and client
burnout.
Personal burnout refers to the degree of physical and psychological
exhaustion experienced by the person, regardless of occupational status. This is
intended to answer the simple question: How tired or exhausted are you? It was
our intention to create a scale that is sensitive at ‘‘the negative end’’, e.g. among
persons with a relatively high level of fatigue or exhaustion.
Work-related burnout refers to the degree of physical and psychological
exhaustion which is perceived by the person as related to work. It focus on the
person’s own attribution of symptoms to her/his work. It determines and

28
identifiespersons who are tired but who attribute the fatigue to non-work factors
such as, e.g. health problems or family demands.
Pat Path c
BURNOUT PSYCHOLOGICAL
WELL-BEING
SELF-AWARENESS
Figure 1. Conceptual Framework Showing the Relationships of the
Variables
29
Client related burnout refers to degree of physical and psychological
exhaustion which is perceived by the person as related to work with clients.
People can attribute their fatigue to factors other than their work with clients.
Here is the degree to which people see a connection between their fatigue and
their ‘‘people work’’. ‘‘Clients’’ is a broad concept covering terms such as
patients, inmates, children, students, residents, etc
The dependent variable is the Psychological well-being. This variable
includes autonomy, environmental mastery, purpose in life, and personal growth.
Autonomy refers to a person’s able to resist social pressures to think and
act in certain ways; regulates behavior from within; evaluates self by personal
standards.
Environmental mastery refers to a sense of mastery and competence in
managing the environment; controls complex array of external activities; makes
effective use of surrounding opportunities; able to choose or create contexts
suitable to personal needs and values.
Purpose in life refers to the goals in life and a sense of directedness;
feels there is meaning to present and past life; holds beliefs that give life
purpose; has aims and objectives for living.

30
Personal growth refers to the feeling of continued development; sees self
as growing and expanding; is open to new experiences; has sense of realizing
his or her potential; sees improvement in self and behavior over time; is changing
in ways that reflect more self-knowledge and effectiveness.
Positive relations refers toa warm satisfying, trusting relationships with
others; is concerned about the welfare of others; capable of strong empathy,
affection, and intimacy; understands give and take of human relationships
Acceptance refers toa positive attitude toward the self; acknowledges and
accepts multiple aspects of self, including good and bad qualities; feels positive
about past life
Meanwhile, the mediating variable is the self-awareness which has two
indicators namely: self-reflection and rumination. The Self-Reflection is a
measure of private self-consciousness which would assess internal state
awareness separately from self-reflection. Reflection, on the other hand, is
related to the openness to experience trait and represents a tendency to reflect
objectively. Rumination to neuroticism, reflects a tendency to focus on negative
self-perceptions and emotions. It is associated with impaired interpersonal skills
and increased negative affect.

31
CHAPTER 2
METHODOLOGY
This chapter presents the research design, research locale, respondents,
research instruments, data gathering procedure, and statistical tools.
Research design
This study employeddescriptive-correlational design that attempts to
determine the extent of a relationship between two or more variables using
statistical data Houghton Mifflin Harcourt, (2013). Descriptive design was used to
obtain information concerning the current status of the phenomena being
described (Shuttleworth, 2008).Moreover,it is a fact finding study that allowed the
researcher to examine characteristics, behaviors, and experiences of study
participants (Calmorin, 2007). Furthermore, the correlational design was used to
identify the strength and nature of association between two or more variables
(Creswell, 2003). In this the study, it determinedthe levels of burnout,
psychological well-being, and self-awareness.
Mediating Techniques offers an explanation for how, or why, two variables
were related, where an intervening or mediating variable, is hypothesized to be
intermediate in the relation between an independent variableJudd and Kenny

32
(1981). On this, the mediating effect of self-awareness on the relationship
between burnout and psychological well-being will be determined.
Research Locale
The subject of this study were the tertiary private school teachers in
Region XI, There are four (4) provinces in the region, Davao del Sur, Davao del
33
Figure 2. Geographic Distribution of the Participating Schools in Region XI
Norte, Davao Oriental and Campostela Valley was the scope of this study.
34
The researcherchoose higher number of schools in Davao city since
Davao is the largest city in the entire region. In Davao del Sur two tertiary
schools located in Digos, two school tagum city. In Davao Oriental, two schools
in Mati city and two schools in campostela Valley.
In the east it is bounded by the Philippine Sea; and in the west by
theDavao City is the largest city in the island of Mindanao and serves as the
regional center of Region XI. Davao del Sur is a province located in Davao region
which is bordered by Davao City to the north, and Cotabato, Sultan Kudarat,
South Cotabato, and Sarangani to the west. Lastly, Davao del Norte is another
province located in the Davao Region which borders the province of Agusan del
Sur to the north, Bukidnon to the west.
Research Respondents
The researcher employed purposive sampling using the Slovin’s formula
as discussed by Yamane’s (1967) , a total of 344 respondents were needed in
the study. This technique is a form of non-probability sampling in which decisions
concerning the individuals to be included in the sample are taken by the
researcher, based upon a variety of criteria which may include specialist
knowledge of the research issue, or capacity and willingness to participate in the
research (Oliver, 2006). The participating tertiary schools were selected for the
researcher’s convenience in terms of distance and accessibility and also in
accordance to the school management in in allowing the researcher to conduct
the survey questionnaire. To attain homogeneity, only those teachers having five
years and above teaching experience was selected as respondents of this study.
35
Research Instrument
Adapted survey questionnaireswere used in this study. The questionnaires
wasdivided into 3 sets burnout, psychological well-being and self-awareness.
BurnoutInventory. The inventory was adapted from Copenhagen
Burnout Inventory developed by Borritz and Kristensen (2004). The instrument is
divided into three subscales namely: Personal Burnout, Client Burnout, and Work
Burnout. The three subscales have high reliability estimates with a Cronbach’s
alpha of 0.87 for Personal Burnout, 0.87 for Work Burnout, and 0.85 for Client
Burnout. Personal burnout contains six items on general symptoms of exhaustion
and is applicable to every person, regardless of whether the person is a member
of the workforce or not. Work-related burnout comprises seven items on
symptoms of exhaustion related to work and applies to every person in the
workforce. Client-related burnout was based on six items on symptoms of
exhaustion related to working with recipients in human services and is applicable
only to people who work with clients. Item 13 of the burnout inventory will be
scored in reversed.
Mean Interval Descriptive Degree Descriptive Interpretation
4.20-5.00 Very High Degree The teachers always

experienced physical and
psychological exhaustion
3.40-4.19 High Degree The teachers oftentimes

2.60-3.39 Moderate Degree The teachers sometimes

36
1.80-2.59 Low Degree The teachers seldom

1.00-1.79 Very Low Degree The teachers never

Psychological Well-being Questionnaire. This tool wasadapted from
Springer and Hauser (2003)which containsseries of statements reflecting the six
areas of psychological well-being: autonomy, environmental mastery, personal
growth, positive relations with others, purpose in life, and self-acceptance.
Respondents rated statements on a scale of 1 to 5, with 1 indicating strong
disagreement and 5 indicating strong agreement.For each category, a high score
indicated that the respondent had a mastery of that area in his or her life.
Conversely, a low score showed that the respondent struggles to feel
comfortable with that particular concept. The measures of internal consistency
are: self-acceptance (alpha=.93), positive relations with others (alpha=.91),
autonomy (alpha=.86), environmental mastery (alpha=.90), purpose in life
(alpha=.90), and personal growth (alpha=.87).
Mean Interval Descriptive Level Descriptive Interpretation
4.20-5.00 Very High The teachers always exhibit

mastery on certain area of his or her life
3.40-4.19 High The teachers oftentimes exhibit

2.60-3.39 Moderate The teachers sometimes exhibit

1.80-2.59 Low The teachers seldom exhibit

37
1.00-1.79 Very Low The teachers does not exhibit

Self-awareness questionnaire. This questionnaire was composed of two
components, namely: Reflection and Rumination (Trapnell& Campbell, 1999)
measures the extent to which a person tends to think about or reflect on self. The
RRQ consists of 24 items measured on a 5 point Likert scale. It consists of 15
items measured on a 6 point frequency scale. The Self-Reflection (Grant et al.,
2002) measures the tendency to reflect on the self and the extent to which
individuals have insight into their own behavior.
Mean Interval Descriptive Level Descriptive Interpretation
4.20-5.00 Very High The teachers always manifest

self-awareness
3.50-4.19 High The teachers oftentimes manifest

self-awareness
2.40-3.49 Moderate The teachers sometimes

manifest self-awareness
1.60-2.39 Low The teachers seldom manifest

self-awareness
1.80-1.59 Very Low The teachers does not manifest

self-awareness
Data Gathering
The researcher first asked permission to conduct a study from the dean of
the graduate school of the University of the Immaculate conception.
The researcher sent a formal letter to the office of the president of tertiary
school and asked permission to allow the researcher to conduct the study. After
the approval, the researcher personally supervised and administered the

38
questionnaire to the respondents to ensure validity, accuracy and prevent
ambiguity.
The respondents wererequested through a letter of consent which is
specified in the instrument for their voluntary participation of the study. Only
those who would be willing to participate were considered as part of this study.
Respondents were assured that their responses will be kept confidential and that
their names will never appear in any part of this study. Hence, the explanation
about the study and instruction for the tests wereincorporated in the
questionnaires.After retrieving all the questionnaires, a data screening was
performed tominimize the possible outliers during the analysis.
Statistical Tools
The following statistical tools were used in the study:
Meanwas used to measure the levels of burnout, self-awareness, and
psychological well-being of teachers.
Pearson Product Moment Correlationwas utilized to determine the
relationships of burnout, self-awareness, and psychological well-being of
teachers.
Regression Analysiswas used to measure the influence of burnout and
self-awareness on psychological well-being of teachers.
Sobel z-test was employed to determinethe mediating effect of self-
awareness on the relationship between burnout and psychological well-being of
teachers.
Ethical Consideration
39
To comply with the requirement of the ethics committee on research of
University of the Immaculate Conception the researcher obtained needed
documents.The written approval werecomply before any part of the survey
administration were conducted. Most of all to those guidelines regarding the
rightof the respondents were protected such the right to confidentiality of
information and anonymity of their identity. Research participants were not
subjected to harm in any ways. The right to be informed about the procedure and
known risk involved in the study through the use of consent letter.
Full consent obtained from the participants prior to the study. A consent
form explainedthat the participants could withdraw from the study at any time.All
the materials will be kept and secured and all information will be hold in
professionally. The researcher refrain from making judgement or comments that
may affect the confidence or perception of the participants.
Moreover, the researcher personally administered the questionnaire to
ensure confidentiality and privacy. All the answered questionnaire were sealed
inside the envelope and submitted to the researcher personally. All the names of
the school were not mentioned during the data presentation to maintain
confidentiality.
CHAPTER 3
RESULTS AND DISCUSSIONS
This chapter presents the tabulated data, findings of the study, analysis
and interpretation of the data obtained from the respondents. The first part
40
discussed the levels of burnout, self-awareness and psychological well-being.
The second part shows the relationship between the independent variables,
dependent variable.
Degree of Burnout
Table 1 shows the level of burnout of private school teachers in Region XI.
The burnout contains three indicators, namely personal burnout, work burnout
and client burnout.
In terms of personal burnout, the results show that the private school
teachers has a moderate level of burnout in the item with the mean of 3.33. On
the other hand, the lowest mean is 2.44 in the item.The category mean is 2.89
which is described as moderate level of burnout.This means that the private
school teachers sometimes experienced burnout.
This level of burnout is lower than the findings of Cano- Garcia, Padilla-
Munoz, & Carrasco-Ortiz (2005) reporting high levels of burnout of teachers in
the province of Seville (Spain).
In the work burnout, the private school teacher’s exhibit moderate level of
burnout in the item “Is your work emotionally exhausting?” with the mean of 2.65.
Table 1
Level of burnout
Mean SD Description
Personal Burnout
I often feel tired. 3.33 .914 Moderate
41
I feel physically exhausted. 3.16 .919 Moderate

I am emotionally exhausted? 2.92 1.021 Moderate
I can say that: ”I can’t take it anymore” 2.44 .980 Low
I feel that I am l worn out. 2.79 .917 Moderate
I feel weak and susceptible to illness 2.73 .934 Moderate
Category mean 2.89 .794 Moderate
Work Burnout
My work is emotionally exhausting. 2.65 .994 Moderate
I feel burnt out because of my work. 2.63 .978 Moderate
My work frustrate me. 2.27 .975 Low
I feel worn out at the end of the working day. 2.61 .920 Moderate
I am exhausted in the morning at the thought of another day at work. 2.42 1.034 Low
I feel that every working hour is tiring for me 2.23 .946 Low
Category mean 2.47 .823 Low
Client Burnout
I find it hard to work with clients? 2.26 .894 Low
I find it frustrating to work with clients? 2.15 .891 Low
It drain my energy to work with clients? 2.34 .887 Low
I feel that I give more than I get back when my work with clients? 2.52 1.019 Low
I am tired of working with clients? 2.15 .901 Low
I wonder how long I will be able to continue working with clients? 2.29 .911 Low
Category mean 2.28 .781 Low
Overall mean 2.55 .717 Low
The lowest mean is 2.23 in the item. Nevertheless, the category mean is
2.47 which is described as low. This denotes that the private school teachers
seldom experienced physical and psychological exhaustion. This supports the
findings of Greenglass et al. (1997) stating that burnout from work is emotionally
exhausting especially when dealing with their functions at work.
In terms of client burnout, the results show a highest mean of 2.52 in the
item which having a low degree of description. The lowest mean are 2.15 in the
items. The client burnout category mean is 2.28 which described as low degree.
This means that the private school teachers occasionally experienced physical
and psychological exhaustion. This is supported in the study of Brouwers and

42
Tomic (1999) stating that the social relationships of the teachers with students,
colleagues and principals produces stress that is responsible for the burnout.
Moreover, this result further indicates that the teachers have experienced a little
amount of stressors with their clients.
Meanwhile the overall mean is 2.55 which is describes as low degree.
This means that the teachers seldom or occasionally experienced physical and
psychological exhaustion in terms of burnout. Thus, the teachers have coping
strategies to deal with prolonged physical and psychological exhaustion in
personal aspect, at work, and with their clients. However, it should be noted that
burnout comes a long term process. In the study of Gandapur et al. (2010)
revealed that the of burnout may vary from person to person depending upon
his/her environment, situation and determination.
Self-Awareness
Table 2 shows the level of self-awareness of private school teachers. The
self-awareness contains of two indicators such as reflector factor and rumination
factor.
Table 2
Level of self-awareness
Self- Awareness Mean SD Description

REFLECTION FACTOR
I love exploring my "inner" self. 4.25 .742 Very High
I often love to look at my life in philosophical ways 3.99 .801 High
I love to meditate on the nature and meaning of things 4.11 .830 High
I don't really care for introspective or self-reflective thinking. 2.62 1.040 Moderate
43
My attitudes and feelings about things fascinate me. 3.77 .770 High
I love analyzing why I do things 3.99 .772 High
I don't care much for self-analysis. 2.43 1.009 Low
I'm not really a meditative type of person. 2.56 .986 Low
Philosophical or abstract thinking doesn't appeal to me that much. 2.64 .958 Moderate
Contemplating myself isn't my idea of fun 2.68 .993 Moderate
People often say I'm a "deep", introspective type of person. 3.17 .859 Moderate
I'm very self-inquisitive by nature. 3.57 .850 High
RUMINATION FACTOR
I tend to "ruminate" or dwell over things that happen to me for a really long Moderate
time afterward.
3.17 .856
Often I'm playing back over in my mind how I acted in a past situation. 3.40 .885 High
I always seem to be rehashing in my mind recent things I've said or done. 3.36 .857 Moderate
Long after an argument or disagreement is over with, my thoughts keep High
going back to what happened.
3.48 .911
I don't waste time re-thinking things that are over and done. 2.99 .955 Moderate
I often reflect on episodes in my life that I should no longer concern myself Moderate
with. 3.02 .878
I spend a great deal of time thinking back over my embarrassing or Moderate
disappointing moments
3.08 .937
I never ruminate or dwell on myself for very long. 3.00 .897 Moderate
It is easy for me to put unwanted thoughts out of my mind. 3.15 .858 Moderate
Sometimes it is hard for me to shut off thoughts about myself. 3.07 .876 Moderate
My attention is often focused on aspects of myself I wish I'd stop thinking
2.91 .929 Moderate
about.
Overall mean 3.23 .373 Moderate
In terms of reflector factor, it shows a very high level of self-awareness in
the item “I love exploring my "inner" self” with a mean of 4.25.Hence the lowest
mean is 2.43 in the item “I don't care much for self-analysis”, described as low.
Meanwhile the category mean of the reflector factor is 3.32, described as
moderate. This indicates that the teachers sometimes manifest self-awareness in
terms of reflector factor. This further denotes that teachers have the ability to
monitor their inner self. This conforms to the study of Grant et al. (2002) which
states that the abilities to monitor and evaluate are essential components of self-
regulation and goal-directed behavior.
In particular, rumination factor have the highest mean of 3.48 in the item
“Long after an argument or disagreement is over with, my thoughts keep going
back to what happened”. On the other hand, the lowest mean is 2.91 in the item
44
“My attention is often focused on aspects of myself I wish I'd stop thinking about”.
The category mean is 3.15 described as moderate. This denotes that the
teachers sometimes manifest self-awareness in the aspect of rumination factor.
In other words, the teachers develop contemplation on what was previously
negatively happen. This supported the study of Takano, Sakamoto, and Tanno
(2011) that rumination is associated with impaired interpersonal skills and
increased negative affection.
The overall mean is 3.23 which can be described as moderate. This
means that the teachers sometimes manifest self-awareness. This result being
not in optimum level of self-awareness would stress that teachers may not
complete worth to other individuals or society as a whole. This finding is aligned
with Brown et al. (2007) which emphasized that self-awareness promotes direct
value to individuals, organizations and society as it is important to assess the full
range of potential outcomes
Psychological Well-being
Table 3 shows the level of psychological well-being of private school
teachers. The psychological well-being contains of six indicators such as
autonomy, environmental mastery, personal growth, positive relations, purpose in
life and self-acceptance.
Table 3
Level of Psychological Well-being
Psychological Well-being Mean SD Description
Autonomy
45
My decisions are not usually influenced by what everyone else is doing. 3.53 .931 High
I have confidence in my opinions even if they are contrary to the general High
consensus 3.63 .823
I have confidence in my own opinions, even if they are different from the High
3.48 .926
way most other people think.
I tend to worry about what other people think of me 3.08 .933 Moderate
I often change my mind about decisions if my friends or family disagree. 3.26 .885 Moderate
I am not afraid to voice my opinions, even when they are in opposition to High
3.66 .909
the opinions of most people.
Being happy with myself is more important to me than having others High
approve of me. 3.42 .981
It's difficult for me to voice my opinions on controversial matters. 3.00 1.013 Moderate
I tend to be influenced by people with strong opinions. 3.22 .972 Moderate
I judge myself by what I think is important, not by what others think is High
important. 3.70 .844
Category mean High

3.40 .498
Environmental Mastery
I am good at juggling my time so that I can fit everything in that needs to High
3.63 .824
get done.
I often feel overwhelmed by my responsibilities. 3.57 .870 High
I am quite good at managing the many responsibilities of my daily life. 3.75 .795 High
I am good at managing the responsibilities of daily life. 3.79 .795 High
I do not fit very well with the people and community around me. 2.45 .971 Low
I have difficulty arranging my life in a way that is satisfying to me. 2.58 1.042 Low
I have been able to create a lifestyle for myself that is much to my liking. 3.60 .862 High
I generally do a good job of taking care of my personal finances and High
affairs. 3.75 .818
In general, I feel I am in charge of the situation in which I live. 3.76 .834 High
The demands of everyday life often get me down. 2.67 .957 Moderate
Personal Growth
I am not interested in activities that will expand my horizons. 2.11 1.009 Low
I have the sense that I have developed a lot as a person over time. 3.80 .898 High
When I think about it, I haven't really improved much as a person over Low
the years. 2.50 1.082
I think it is important to have new experiences that challenge how you High
think about yourself and the world 4.11 .897
I don't want to try new ways of doing things -- my life is fine the way it is. 4.13 .875 High
I do not enjoy being in new situations that require me to change my old Low
familiar ways of doing things. 2.33 1.025
There is truth to the saying you can't teach an old dog new tricks. 2.43 1.039 Low
For me, life has been a continuous process of learning, changing, and Very High
growing. 4.45 .843
I gave up trying to make big improvements or changes in my life a long High
time ago. 4.15 1.088
Positive Relations
I don't have many people who want to listen when I need to talk. 2.54 1.043 Low
I enjoy personal and mutual conversations with family members and Very High
4.24 .834
friends.
46
I often feel lonely because I have few close friends with whom to share Low
2.44 1.114
my concerns.
It seems to me that most other people have more friends than I do. 2.42 1.074 Low
People would describe me as a giving person, willing to share my time High
with others. 3.91 .835
Most people see me as loving and affectionate. 3.87 .873 High
I know I can trust my friends, and they know they can trust me. 3.95 .852 High
Maintaining close relationships has been difficult and frustrating for me. 2.34 1.082 Low
I have not experienced many warm and trusting relationships with Low
others. 2.26 1.035
Purpose in Life
I enjoy making plans for the future and working to make them a reality. 4.17 .813 High
My daily activities often seem trivial and unimportant to me. 2.35 1.066 Low
I am an active person in carrying out the plans I set for myself 3.93 .859 High
I tend to focus on the present, because the future nearly always brings Moderate
me problems. 2.94 1.105
I don't have a good sense of what it is I'm trying to accomplish in life. 2.34 1.026 Low
I sometimes feel as if I have done all there is to do in life. 2.93 .984 Moderate
I used to set goals for myself, but that now seems like a waste of time. 2.78 .992 Moderate
Some people wander aimlessly through life but I am not one of them. 2.55 1.122 Low
I live life one day at a time and don’t really think about the future. 3.28 1.085 Moderate
Self-Acceptance
I feel like many of the people I know have gotten more out of life than I Moderate
2.84 .998
have.
In general, I feel confident and positive about myself. High
4.11 .843
When I compare myself to friends and acquaintances, it makes me feel High
good about who I am. 3.58 1.024
My attitude about myself is probably not as positive as most people feel Moderate
about themselves. 2.94 1.010
I made some mistakes in the past, but I feel that all in all everything has High
worked out for the best. 4.08 .831
The past had its ups and downs, but in general, I wouldn't want to High
change it. 3.49 1.055
In many ways, I feel disappointed about my achievements in life. 2.35 1.051 Low
When I look at the story of my life, I am pleased with how things have High
turned out. 3.84 .872
I like most parts of my personality. 4.04 .815 High
Category mean 3.52 .502 High
Overall mean Moderate
3.28 .355
In terms of autonomy the results show the highest level of psychological
well-being in the item “I judge myself by what I think is important, not by what
others think is important” with a mean of 3.70. Hence, the lowest mean is 3.00 in
47
the item “It's difficult for me to voice my opinions on controversial matters”.
Meanwhile the category mean of autonomy is 3.40, described as high. This
means that the teachers oftentimes exhibit autonomy on certain area on his/ her
life.This supports the study of Weinberg and Gould (2007) thatautonomy is an
important component of motivation, hence the need for personal insight and
objectivity in order to sustain self-confidence and belief
In the environment mastery, the highest level of psychological well-being
is in the item “I am good at managing the responsibilities of daily life” having a
mean of 3.79. Meanwhile the lowest mean is 2.45 in the item “I do not fit very
well with the people and community around me”. The category mean is 3.35
which refers to the description of moderate. This means that the teacher’s
sometimes exhibit environmental mastery on certain area on his/ her life and
denote that they sometimes cannot control physiological and cognitive
arousal.Thus, the finding is congruent to Weinberg and Gould (2007) that being
in control of physiological and cognitive arousal can improve a person’s control
and understanding of their surroundings, as well as their interactions with others.
Nevertheless, the personal growth shows a very high mean of 4.45 in the
item “For me, life has been a continuous process of learning, changing, and
growing”. On the other hand, the lowest mean is 2.11 in the item “I am not
interested in activities that will expand my horizons”. The category mean of
personal growth is 3.33 which described as moderate. This indicates that the
private school teacher’s sometimes exhibit personal growth.This means it
requires one to continually evolve and solve problems thereby expanding one’s
48
talents and abilities. This is supported by study of Ryff (1989) that the personal
growth is potentially the psychological well-being dimension that is closest to
eudemonia.
In terms of positive relations, the results show a very high level of
psychological well-being in the item “I enjoy personal and mutual conversations
with family members and friends” with a mean of 4.24. Hence, the lowest mean is
2.26 in the item “I have not experienced many warm and trusting relationships
with others”. Meanwhile the category mean of persona relations is 3.11 which
described as moderate. This means that the private school teacher’s sometimes
exhibit positive relations. This further denotes that teachers have not yet reached
maturity. This is congruent to Ryff and Keyes (1995) that a calm and relaxed
approach reflects maturity, leads to improved interactions and better
consideration of others. Having positive relations with others is an essential
component in the development of trusting and lasting relationships as well as
belonging to a network of communication and support (Ryff, 1989).
In particular, the purpose in life it shows a highest mean of 4.17 in the item
“I enjoy making plans for the future and working to make them a reality”. The
lowest mean is 2.34 in the item “I don't have a good sense of what it is I'm trying
to accomplish in life” which describe as low. On the other hand, the category
mean of purpose of life is 3.03 which can be described as moderate. This
denotes that the private school teacher’s sometimes exhibit mastery on the
purpose of his/ her life. This is supports Miller (1997) that purpose in life creates
direction, thereby eradicating despondency.

49
In terms of self-acceptance, the results show a highest mean of 4.11 in the
item “In general, I feel confident and positive about myself”. Hence the lowest
mean is 2.35 in the item “In many ways, I feel disappointed about my
achievements in life”. The category mean of self-acceptance is 3.54 which can
be described as high. This denotes that the private school teacher’s oftentimes
exhibit mastery on self-acceptance. This further suggest that have greater
confidence to their self. Hence, the study of Weinberg and Gould (2007)
explained that the moderate levels of confidence lead to greater achievement
and acceptance, with positive feedback from others important in the maintenance
of self-confidence and belief.
Meanwhile the overall mean of psychological well-being is 3.28 which can
be described as moderate. This means that the private school teacher’s
sometimes psychological well-being. This supports the study of Diener and
Schwarz (1999) who revealed that the psychological well-being is equal to the
good life or satisfaction with life in a hedonic sense. The concept of well-being
finds its origin primarily in the hedonistic concept, by which well-being is
operationally defined by a high level of positive effects, a low level of negative
effects and high degree of life satisfaction.
Table 4 shows relationship between burnout, self-awareness and
psychological well-being. The results show that all the independent variables
have significant relationship with the psychological well-being (p<.05).

50
In particular, there is a significant relationship between burnout and
psychological well-being of teachers (r=.195, p<.05). The strength of correlation
between the two variables is very low and has a directly proportional relationship
as revealed by the coefficient of .195. This means that as the burnout increases,
the psychological well-being of teachers also increases. The result is similar to
the study of Chung and Harding (2009) which shows that burnout significantly
predict the psychological well-being of staff working in the organization. Likewise,
Borritz (2006)found very clear associations and the expected pattern that the
burnout has significant relationship with the well-being of a person. This is also
link to the study ofPearlin et al. (1981) stated that mental and psychological
adversities can arise as a result of prolonged stress or burnout.
In the same way, there is a significant relationship between self-
awareness and psychological well-being (r=.546, p<.05). This means that as the
self-awareness increases, the psychological well-being would also likely
increase. This result affirmed the study ofSutton (2016) that self-awareness is
generally associated with positive psychological well-being.It emphasizes the
importance of self-awareness on the well-being and mental health that
substantial impacts on day-to-day functioning of teachers according to Feldman,
Dunn, Stemke, Bell, & Greeson, (2014).
Table 4
Relationship between the Variables
R p-value Remarks
51
Burnout & PWB .195 .001 Significant

Self-awareness & PWB .546 .000 Significant
Burnout & Self Awareness .337 .000 Significant
In similar way Fenigstein et al. (1975) also emphasized that self-
awareness has primary means of alleviating psychological distress and the path
of self-development for psychologically healthy individuals.Meaning, there is a
significant relationship between burnout and self-awareness of teachers as
shown in the p-value that is less than .05 and positive correlation coefficient of
.337.
Finally, the result shows that those teachers who have high degree of
burnout are more likely having better self-awareness. This result conforms to the
study of Hernandez et. Al (2015) as revealed in the findings that burnout has
significant correlation between self-awareness.These results are also consistent
with the finding ofHätinen et al.(2009)et al., (2013) Maslach, Schaufeli, & Leiter,
(2001) thatburnout has strong effects on individual behavior such as self-
awareness.
Mediation Analysis
The data was analyzed using regression method as an input to the
Medgraph. In Table 5, the result of regression is shown. Mediation analysis was
developed by Baron and Kenny (1986).
Table 5
Steps in Mediation Analysis
Independent Variable Burnout
Dependent Variable Psychological Well-being
Mediating Variable Self-Awareness
52
Step 1. Path C (IV and DV)

Unstandardized Beta (B) .097
Standard Error (e) .026
p-value .000
Step 2. Path B (MV and DV)

p-value .000
Step 3. Path A (IV and MV)

p-value .000
Step 4. Combined Influence of IV and

MV on DV
Self-Awareness
Standardized Beta .012
Part Correlation .011
Burnout
Standardized Beta .541
Part Correlation .509
Total R-square .297
Mediation refers to the consideration ofhow a third variable affects the
relation between the other two variables (MacKinnon, Fairchild and Fritz, 2007).
There are three steps to be met before testing mediation hypotheses. The results
in Step one confirmed that the burnout (independent variable) is a significant
predictor of psychological well-being (β=.096, p<.05).Step two shows that self-
awareness (mediating variable) is a significant predictor of psychological well-
being (β=.521, p<.05). Consequently, the Step three shows that burnout is also a
significant predictor of self-awareness (β=.175, p<.05). Finally, the Step 4 shows
the combined influence of burnout and self-awareness on psychological well-

53
being. The results conform to Baron and Kenny’s (1986) standards as
preconditions before conducting mediation analysis.
The use of additional mediation analysis to further assess the significance
of the mediation effect was applied to the variables since the three paths are
significant. The Sobel z-test was utilized to further reveal if the relationship of the
independent variable on the dependent variable is not significant, then full
mediation is achieved. Hence, if the relationship is significant with evident
decrease in beta value, then full mediation takes place (Baron & Kenny, 1986)
In the meantime, the table 6 shows the use of Medgraph involving Sobel
Test provides analysis on the significance of mediation effect. Hence, it can
determine whether the mediation is full or partial. As can be gleaned in Figure 3,
the direct effect of burnout on psychological well-being is decreased from a beta
of .195 to .012 when the mediator variable was placed in the relationship model.
Since the direct effect of burnout on psychological well-being is no longer
significant, it would imply a full mediation.
Meanwhile, the Sobel’s test denotes that there is a significant mediation
that takes place in the model (z=5.614735, p<.05). Since it is full mediation, it
could totally claim that self-awareness is the reason how burnout can influence
psychological well-being. This indicates that self-awareness contributory factor
on how burnout affects psychological well-being.
Table 6
Type of mediation Used
Type of mediation Significant

Sobel z-value 5.614735 p = <0.000001
54
95% Symmetrical Confidence interval

Lower 0.05889
Higher 0.12206
Unstandardized indirect effect
a*b 0.09048
se 0.01611
Effective Size measures
Standardized
Coefficients R² Measures (Variance)
Total: 0.195 0.037
Direct: 0.012 0.000
Indirect: 0.182 0.037
0.934 0.996
Indirect to Total ratio
Independent Variable 0.195*** [c] Dependent Variable
Burnout (0.012) [c'] Psychological well being
0.337*** [a] 0.546***
0.541***) [b]
Mediating Variable
Self-Awareness
Figure 3. Mediation Model
On the other hand, the effect size (β=.182) measures how much of the
effect of burnout (IV) on psychological well-being (DV) can be attributed to the
indirect path (IV to MV to DV). The total effect (β=.195) is the summation of both
55
direct and indirect effect. The direct effect (β=.012) is the size of the correlation
between burnout (IV) and psychological well-being (DV) with self-awareness
(MV) included in the regression.
The indirect to total ratio index reveal an R-square of .996. This means
that about 99.6 percent of the total effect of the IV on the DV goes through the
MV, and approximately .04 percent of the total effect is either direct or mediated
by other variables not included in the model.
Propose wellness Intervention
Program for Teachers
Rationale
56
The wellness program is specifically designed to formulate total wellness
for teachers mentally, physically, emotionally, socially and spiritually. It is
grounded on the wellness theory of Sweeney, 2001.
The approach is preventive in nature it has structured learning activities
that explore issues teacher from their whole persons perspective.
Objectives; at the end of intervention program the teacher will be able to
1. Gainself- awareness on the issues of psychological wellbeing
2. Acquire skills in addressing burnout in the future
Person Involved Counselor or resource person
Target Quintile Teacher Faculty administrator And staff
Programs/ Services Competencies Activities Target Performance

Date Indicators
1.Assessment Appraised personal Annual Gain
knowledge
well-being from the on their
Whole health
whole perspective person
health
Knowledge of the Appraisal
health such various
of life dimension
2.Counseling / Increased “Who am I” Annual Awareness

on life
knowledge of the and “Ten
Individual or Group problems
strengths, wellness, qualities of
values, life style and the super
awareness on life well’ ( self-
problems awareness
Activities)
57
3. Other
Intervention Discovering
program
strength and
3a.Self-awareness baggage the Baggage
a. Mental Quarterly achieving
weighing their daily check
personal
life worth
b. Emotional Awareness of the My common
emotional Mental
c. Physical Acquire different Zumba monthly Physically

physical activities healthy and
Jogging
active
Yoga Gym
Massage
d. Spiritual
4.Social Build self-esteem Establishing

through self- friendship
awareness and and Good
interaction with relationship
others with other
Skills in recognizing
interpersonal need
and identify various
sources of
happiness others
CHAPTER 4
CONCLUSIONS AND RECOMMENDATIONS

58
The study aimed to determine the mediating effect of self-awareness on
the relationship between burnout and psychological well-being of private school
teachers. The relationship of independent variables with the dependent variable
was also examined.
Findings
Based on the results the summary of findings was provided:
1.The level of burnout among private school teachers revealed the result
with the overall mean of 2.55 which can be described as low degree. Among the
indicators of burnout, only personal burnout reached the moderate category
mean of 4.27 while the work burnout with a category mean of 2.47 and client
burnout with a category mean of 2.28 which were described as low degree.
2. The level of self-awareness, the results show that the reflection factor
reached the moderate category mean of 3.32,while the rumination factor
category mean is 3.15. The overall mean of self-awareness is 3.23 which can be
describe as moderate.
3. The level of the psychological well-being of private school teachers
revealed the result that only two indicators autonomy and self-acceptance
reached the high category mean. Meanwhile the moderate category mean of
environmental mastery is 3.40, personal growth category mean is 3.33, positive
relations category mean is 3.11, and purpose in life category mean is 3.03. The
overall mean is 3.29 which described as moderate.
3. The burnout and self-awareness of teachers have significant
relationship with the psychological well-being of employees with the p-value that
59
is less than 0.05. Moreover, burnout also shows significant relationship with self-
awareness (r=.337, p<.05).
4. Self-awareness fully mediates the relationship between burnout and
psychological well-being of teachers with a reduction of beta value from .195 to
.092, with no significant effect of burnout on psychological well-being when self-
awareness was introduced in the relationship model.
Conclusions
Based on the findings, the following conclusions were drawn:
1. The private school teachers have low degree of burnout with the overall
mean of 2.55. This means that the teachers seldom experienced physical
and psychological exhaustion when it comes to dealing with co-teachers,
parents and students.
2. The self-awareness of teachers of private school have moderate level in
terms of reflector and rumination factor. The overall mean is 3.23 which
can be described as moderate. This means that the teachers sometimes
manifest self-awareness
3. The level of psychological well-being of private school teachers is high in
terms of autonomy and self-acceptance. The overall mean is 3.29 means
that the private school teacher’s sometimes exhibit mastery on certain
area on his/ her life.
4. There is a significant relationship between burnout, self-awareness and
psychological well-being of private school teachers.

60
5. Self-awareness fully mediate the relationship between burnout and
psychological well-being of teachers.
Recommendations
Based on the findings and conclusion, the following recommendations are
suggested:
1. Since the teachers experience moderate personal burnout, it is recommended
that the school official may provide health and wellness programs to reduce the
degree of psychological exhaustion of teachers.
2. The moderate self-awareness of teachers shows that the teachers are not yet
in full control in the aspect of rumination and reflection. With this, it is
recommended that seminars that will improve self-awareness will be conducted
in the schools.
3. Since the psychological well-being is moderate, it is recommended that the
school will provide free counselling utilizing guidance counsellors to restore
positive psychological well-being of teachers.
4. Since self-awareness fully mediates the relationship of burnout on
psychological well-being, it is suggested that intervention programs related to
self-awareness may be part of the faculty programs of the schools.
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Title: Mediating effect of self-awareness on the relationship between

burnout and psychological well-being of private school teachers.

Background of the Study

performing organizations. In fact, many institutions continuously monitor the well-

the most complaints common to teachers are exhaustion, fatigue, headache,

being of their employees and developing healthier employees will result in a

more productive workforce.

Due to demands in the work, many employees exert enormous amount of

chronic stress(Huang, 2011), which then can cause psychological, emotional,

well-being (Bupa’s Health Information Team, 2011). Several studies provide

the employees. In fact, nearly three-quarters of American workers surveyed in

2007 reported experiencing physical symptoms as a result of stress in work

Moreover, it is estimated that roughly two-thirds of Americans reported

physical and emotional discomfort as a result of burnout at work, and 30 percent

of workers surveyed reported “extreme” stress levels.Furthermore,the common

on-the-job stressors include longer work hours, lack of participation in decision-

making, ineffective management style and unpleasant work environments that

includes disruptive noise levels (APA, 2008).

In the Asian scenario, a Japanese poll conducted by the Health and

negative impact to the organization itself. In the context of academic

organization, it is recognized that teachingis one of the proven stressful job

academic and improving the quality of outcomes is highly stress-provoking

(Sveinsdottir et al. 2007).

In the Philippines, the study of Mingoa (2017) revealed that teachers

experience several signs of symptoms of poor well-being. Out of 100 teachers in

her study, 71 percent experienced fatigue, 41 percent complain on percent

have sleep disturbances and insomnia, and 22 percent suffered migraine

headaches and menstrual distress or irregularities (22%). Furthermore, she

associated with the nature of the work.

between burnout and psychological well-being of a person.Chung and Harding

(2009) showed that burnout significantly predict the psychological well-being of

Client Burnout and General Health (r=.33).

Moreover, self-awareness is generally associated with positive

psychological well-being. Brown and Ryan (2003) conducted correlational, quasi-

experimental, and laboratory studies that the self-awareness measures a unique

quality of consciousness that is related to a variety of well-being constructs, that

differentiates mindfulness practitioners from others, and that is associated with

enhanced self-awareness. An experience-sampling study shows that both

dispositional and state mindfulness predict self-regulated behavior and positive

emotional states. Finally, a clinical intervention study with cancer patients

demonstrates that increases in mindfulness over time relate to declines in mood

disturbance and stress.

However there is no single study pertaining to the three variables.This

intervening variable is the self-awareness which is widely disregarded by

of a predictor on the psychological well-being (Ridley, Mollen, & Kelly,

2011).Increasing self-awareness may lead to important psychological outcomes

such as better well-being. Despite this common belief, there is a scarcity of

research on the role of self-awareness in the relationship of personal variables

and psychological outcomes of teachers (Pieterse, Lee, Ritmeester, & Collins,

Moreover, the importance of self-awareness continues to grow, there is

or that outcomes are investigated according to what is currently of wider interest

in the psychological literature. This approach is certainly beneficial in establishing

specific outcomes associated with self-awareness, it does leave the field

potential outcomes of self-awareness would provide a dual benefit to researchers

and practitioners. First, it would enable further theoretical differentiation of

existing self-awareness concepts through a consideration of their differential

impacts on individual lives. Second, it would provide an effective means for

evaluating the potential changes brought about by awareness-building

interventions (Sutton 2016).

awareness on the relationship between burnout and psychological well-being of

and in the field of leadership.

Statement of the Problem

This study aimed to determine the mediating effect of self-awareness on