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Amidst the COVID-19 Pandemic: The Job Burnout and Job Satisfaction of Public
School Teachers in the Philippines
Article in International Journal Of Advance Research And Innovative Ideas In Education · June 2021
DOI: 10.6084/m9.figshare.14832399.v1
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Vol-7 Issue-3 2021 IJARIIE-ISSN(O)-2395-4396
AMIDST THE COVID-19 PANDEMIC: THE JOB

BURNOUT AND JOB SATISFACTION OF
PUBLIC SCHOOL TEACHERS IN
THE PHILIPPINES
Aileen Kaye Bravo1
Nina Bettina Buenaflor2 Janna Isabella Baloloy3
Leonard Guarte4 Angeline Mechille Osinaga5 April Salartin6
1-6
Research Students, Psychological Statistics
Jhoselle Tus7
7
Professor, Psychological Statistics
Jesus is Lord Colleges Foundation, Inc., Bocaue, Bulacan, Philippines
Abstract
Coronavirus Disease (COVID-19) outbreak causes suspension of classes, closure of businesses, increased
unemployment, curfew, etc., left the citizens to suffer due to dismisses of an employee. This situation leads to a
great depression that results in citizens adjusting and adopt the new normal. Further, the public school teachers'
preparation to synchronous is performed by doing modules and learning different applications to use and prepare
themselves. Thus, this study investigates the relationship between job burnout and job satisfaction of public-
school teachers amidst the COVID-19 pandemic. Based on the statistical findings, there is no significant
relationship between job burnout and job satisfaction (r=-.132) with an associated probability value of 0.05 alpha
level of significance.
Keywords: Job burnout, Job satisfaction, COVID-19 pandemic, Public school teachers
1. INTRODUCTION
Coronavirus Disease (COVID-19) outbreak causes the death of 17,354 citizens, with total cases of
1,046,653 in the Philippines as of May 01, 2021. Hence, the country implements the community quarantine in
some selected areas, and school closures are administered. Suspension of classes, closure of businesses, increased
unemployment, curfew, etc., left the citizens to suffer due to dismisses of an employee. This situation leads to a
great depression that results in citizens adjusting and adopt the new normal. Department of Education (DepEd)
proposed to conduct online learning together with the Department of Information and Communications
Technology. Public school teachers' preparation to synchronous is performed by doing modules and learning
different applications to use and prepare themselves.
As reported by DepEd (2020), as of August 11, 2020, over 23 million enrolled in public and private schools
for the academic year 2020-2021. Comparing to the enrollment rate is around 83.1 percent of the last academic
year's figure of 27.7 million. Thus, 2.75 million of those who didn't enroll used to go to private schools; meanwhile,
over 1 million students who attended school in public institutions last year have not registered for this coming
academic calendar.
World Health Organization (2017) defined job burnout as a syndrome conceptualized as resulting from
chronic workplace stress that has not been successfully managed. Three dimensions characterize it: feelings of
energy depletion or exhaustion; increased mental distance from one's job; feelings of negativism or cynicism
connected to someone's career; and reduced professional efficacy. McAllister et al. (2017) proposed that job
satisfaction is an individual's emotional state due to work experience, a happy or positive emotional state
14726 www.ijariie.com 2979

generated when evaluating work or work experience.

A study on job satisfaction, burnout, and turnover intention among primary care providers in rural China:
results from structural equation modeling by Wang, Jin, Zhao, Sang, and Yuan (2020) revealed that job
satisfaction negatively affected burnout and turnover intention. In contrast, Oliveira, Maicon, Silva, Tolentino,
Galvao, Freire, and Cruz (2018) concluded a relationship between job satisfaction, burnout syndrome, and
depressive symptoms; An analysis of professionals in a teaching hospital in Brazil that the absence of burnout
syndrome was a predictive part for the development of job satisfaction
Finally, this study investigates the relationship between public school teachers' job burnout and job
satisfaction amidst the COVID-19 pandemic.
1.1 Research Questions

This study investigates the relationship between job burnout and job satisfaction of public-school teachers
amidst the COVID-19 pandemic. Specifically, this study sought to answer the following questions:
1. What is the level of the burnout of the public school teachers in terms of:
1.1 disengagement; and
1.2 exhaustion?
2. What is the level of the job satisfaction of the public school teachers in terms of:
2.1. intrinsic; and
2.2. extrinsic?
3. Is there a significant relationship between job burnout and job satisfaction of the respondents?
2. Review of Related Literature

2.1 Job Burnout
Skaalvik (2017) concluded that an essential finding in their research is that teacher burnout's three
dimensions were differently associated with the school environment's potential stressors. In particular, time
pressure and discipline problems are related very differently to the dimensions of burnout. Time pressure or work
overload was the strongest predictor of emotional exhaustion, whereas it was not significantly related to
depersonalization and personal accomplishment. In contrast, disruptive student behavior was the strongest
predictor of depersonalization and personal achievement. When combined with the low correlations among
burnout dimensions, these findings imply that teacher burnout's standard sizes may develop relatively
independently and reciprocally influence each other. That is, teacher burnout may not always start with the
development of emotional exhaustion. This study has both practical and theoretical indications. It clearly shows
that all the standard dimensions of burnout are associated with stressors at school.
Burnout is a psychological syndrome that occurs because of stress. Burnout is characterized by three
dimensions: depersonalization, personal accomplishment, and emotional exhaustion. The study results say that
the majority of the teachers have burnout because of stress and fatigue. Still, these results do not have any
relationship to the three dimensions that are mentioned earlier. There also no connection between demographic
variables (age and payroll) and burnout. To conclude, early intervention should be done before they start their
work (Kebde & Gendfie, 2018)
In support of the studies above, Shaheen and Mahmood (2020) stated that burnout is a condition that can
be observed because of the stress and exhaustion of public school teachers in Pakistan. The factor that can cause
burnout turned out to be the environment of the teachers. The study suggests that the school should encourage the
teachers to work effectively and efficiently with less burnout.
The study of Abbate (2016) highlights the need for more valuable strategies to be used in the work
environment to reduce burnout and its negative impact on residential childcare workers. The results also suggest
that milieu staff deserve additional support and encouragement, as they play an essential role in treating children
and adolescents with emotional and behavioral needs. Bolstering milieu staff against the effects of burnout will
prove to be beneficial for everyone within the residential treatment system. The study shows that participants

demonstrated high levels of burnout-related symptoms overall. Results further indicate that burnout is a
significant issue among milieu staff. It affects much of the staff's experience, whether their affective state, job
satisfaction, or turnover intention. According to Angeles, Saludo, Virtus, and Win (2015), there is a significant
relationship between job satisfaction and performance (working condition to diligence and professional approach
and equipment to work attitude). The employees are satisfied with the way the management is handling them
throughout the company's operation.
According to Simmerman (2018), burnout has become a significant issue facing the education field. The
case inscribes by this study was high burnout rates among teachers. However, the most pressing is that all teachers
experience some level of burnout, meaning there is significant room for improvement in decreasing burnout.
Jacobson (2016) stated that burnout creates a social crisis that impacts teachers and affects students academically
and socially. The problem will not go away on its own, whether it is physical or emotional, teacher absenteeism
due to burnout impacts student achievement.
Thus, Weiss (2016) explained the significance of work-life factors in burnout. While the areas of work-
life variables together helped explain the variance in burnout levels regarding exhaustion and cynicism, the reward
variable appeared more plausible as a potential enabler of the burnout condition (focusing on cynicism). The
research study analyzed the relationship between burnout and the work environment to generate a more critical
understanding of burnout among accounting professionals. According to Garcia and Calvo (2020), the perceived
threat of COVID-19 helped to explain the degree of burnout in nurses and moderated the relationship between
social support at work and burnout. Based on the study of Alrawashdeh, Al-Tammemi, Alzawahreh, Al-Tamimi,
Elkholy, Sarireh, Abusamak, Elehamer, Malkawi, Al-Dolat, Abu-Ismail, Far & Ghoul (2021), a significant
physical and psychological burden was associated with the COVID-19 pandemic. Dedicated efforts should be
implemented to protect physicians' physical and mental well-being, enhance their working conditions, and raise
awareness about burnout. Evidence-based decisions and actual utilization of financial and human resources at
institutional and national rates are essential for the sustainability of the health workforce, especially in crises.
In the study of White, Wetle, Reddy, Baier (2021), nursing home staff explained working below evolving,
complex, and stressful circumstances during the COVID-19 pandemic. The findings demonstrate a vital burden
of burnout, anxiety, and depression between healthcare workers. The higher rates notice in this study suggest that
the COVID-19 pandemic or changes resulting from the pandemic may cause an increased burnout rate amongst
staff.
2.2 Job Satisfaction
The study of Homyamyen, Kulachai, and Phuangthuean (2017) examined factors influencing public
school teachers' job satisfaction. This study indicated that non-financial factors, namely work environment,
supervisor relationship, organizational policy, job characteristic, and co-worker relationship, significantly
predicted job satisfaction. The work environment was the most influential factor affecting the public school
teachers' job satisfaction, followed by organizational policy, supervisor relationship, job characteristic, and co-
worker relationship. These results are consistent with previous studies. Thus, the researchers gave
recommendations that can be used to improve the job satisfaction of teachers.
Hameed, Ahmed-Baig, and Cacheiro-González (2018) said that job satisfaction is a significant criterion
for employees to stay in a company or work. Within the university setup, acknowledging a person can help them
become satisfied with what they are doing. The study's outcome is that public and private teachers have different
Job Satisfaction because of the following: salary, benefits, benefits, and some incentives provided by the
institution. Hence, Homyamyen, Kulachai, and Phuangthuean (2017) said that job satisfaction is an essential part
of teaching because it can enhance students' education and teaching skills effectively. The study concluded that
job satisfaction could differ because of positive workmates, relationships with the admin, institution itself, and
environment. Therefore, it can uplift the mood and job satisfaction of the teachers in Thailand.
According to the study of Jackson (2018), job satisfaction is an essential part of teaching for them. The
teachers can provide something that is needed to the students. Job Satisfaction can be boosted by having good

relationships with the teachers and their co-teachers and teachers to their leaders or supervisors who will guide
and give them the things they need and acknowledge the things they do.
Hepfner's (2017) results indicated no significant difference in job satisfaction among school and early
childhood educators or between the type of situation and school environment. Nonetheless, there was a distinction
between job satisfaction and employee work categorization. Overall, early childhood educators a satisfied with
their positions, despite many shortcomings in early childhood education. Manhood & Nazim (2018) stated a
significant relationship between transformational leadership, transactional leadership, and job satisfaction. Also
said there is no significant difference between male and female principals' leadership styles; job satisfaction is
concerned; male teachers are less satisfied than female teachers. Prince (2020), the findings show a significant
relationship between the principal positivity with teacher job satisfaction and staff morale. The principal positivity
with teachers and staff is connected with their job satisfaction, positively affects the performance, and has quality
teachers who also increase students' achievements. Tobias (2017) indicated no significant relationship between
teacher job satisfaction and preferred leadership behavior. According to Bhagwandeen (2021), this study's
findings showed a statistically significant relationship between intrinsic job satisfaction, extrinsic job satisfaction,
and employee turnover intentions. The results also suggest that extrinsic job satisfaction accounted for a higher
contribution to the model than intrinsic job satisfaction.
The findings of Komagata, Takemura, Takehara, Kunie (2020) show that job characteristics and job
satisfaction showed little difference. Work content was not associated with job satisfaction mediated by job
characteristics. Within the job characteristics, autonomy and feedback positively affected the satisfaction of part‐
time nurses, whereas interaction with work values was insignificant. Based on the study of Ćulibrk, Delić,
Mitrović, and Ćulibrk (2018) that the research confirms that there is a link connecting the work characteristics
and job satisfaction, but it is weak, propose that a dominant result of the material factors of motivation exists.
According to Uzun and Ozdem (2017), there is a positive linear relationship between supervisor support, job
performance, and job satisfaction. Job satisfaction has a fully mediating role between supervisor support and job
performance.
According to Angeles, Saludo, Virtus, and Win (2015), there is a significant relationship between job
satisfaction and performance (working condition to diligence and professional approach and equipment to work
attitude). The employees are satisfied with the way the management is handling them throughout the company's
operation. Bakotic (2016) stated a clear link between employees' job satisfaction and organizational performance
in both directions, but with pretty weak intensity. Concerning the data about job satisfaction and organizational
performance for the same year, statistical analysis showed statistically significant positive correlations among
some financial indicators of organizational performance and job satisfaction. A statistically crucial positive
correlation linked job satisfaction and financial hands of organizational performance were apparent in four
economic indicators among the ten used in the analysis.
Gültekin (2019) said that job satisfaction on social capital and the rate of interpreting job satisfaction were
examined. In relative to the study's first hypothesis, it was proved that PE teachers' job satisfaction and social
capital level were positively and significantly affected. In consideration of the second hypothesis, there was a
significant relationship between PE teacher's job satisfaction and social capital levels. The findings of this study
were that social capital significantly speculates PE teachers' job satisfaction. According to Sultan (2020), the study
concluded a strong association between employee empowerment and job satisfaction, particularly for
administrative staff. The results suggest an increase of the administrative staff knowledge base in higher education
with empowerment as it escalates their efficiency. Buckman (2017) said that a mixed-effects multiple regression
analysis found that right-to-work laws were statistically significant for general job satisfaction and job satisfaction
faces of work and pay. It was concluded that right-to-work laws harmed teacher job satisfaction. Canzoy (2019),
based on the studies' findings, school principals' transformation leadership behaviors were stronger relationships
with teachers' job satisfaction than interactional leadership behaviors and were a significant predictor of job
satisfaction. There were negative relationships between laissez-faire leadership and job satisfaction. Contrarily,
school principals' servant leadership and ethical leadership behaviors were necessary variables in ensuring job

satisfaction. Lastly, school principals' organizational behaviors that encourage participation and are flexible,
sharing leadership at school, and exhibiting individual-oriented and supportive leadership behaviors were
revealed to enhance teachers' job satisfaction.
The study of Haj and Jubran (2016) said that applying transformational leadership in school administration
among teachers of Galilee is very high. The level of job satisfaction between teachers is also very high. The results
showed no differences in applying new leadership and job satisfaction due to years of experience, school level,
academic qualification, and gender. The study showed that there is a positive relationship between the application
of transformational leadership and job satisfaction. The study recommended the need to maintain the high level
of applying transformational leadership among principals by providing them with training courses, seminars, and
lectures on transformational leadership style, its field sector, and its effect on the development and evolution of
the teaching-learning process. According to Kasalak, and Dağyar (2019), based on the data gathered from 50
different countries, the relation between teacher self-efficacy and teacher job satisfaction was explore. The results
obtained from the study show that teacher self-efficacy has a positive relationship with job satisfaction. Hence, it
can be proposed that as teachers' knowledge of self-efficacy surges, their job satisfaction will increase. Ye, Liu,
and Gu (2019) showed that the relationship between task conflict and perceived job performance could be partially
mediated by job satisfaction. We also found a negative relationship between relationship conflict and perceived
job performance, which is in line with previous conclusions.
2.3 Job Satisfaction and Burnout
Horwood, Marsh, Parker, Riley, Guo, and Dicke (2021) found that harmonious passion was related to job
satisfaction (positively) and burnout (negatively), while the pattern of relations was the opposite of obsessive
passion. However, over time, harmonious passion and obsessive passion were moderated by general passion. The
protective effect of harmonious passion on burnout was more negligible when general passion was high, while
undesirable obsessive passion effects were only evident when general passion was high. Thus, school principals'
work passion may help them avoid burnout and maintain high job satisfaction, but only when manifested
harmoniously. Hence, Kader, Elhusein, Elhassan, Alabdulla, Hammoudeh, and Hussein (2021) stated that
psychiatrists' high burnout prevalence remains lower in Qatar than in other countries. The increase of emotional
exhaustion was caused by the low levels of satisfaction with co-workers, work, supervision, opportunities for
promotion, and the job itself. Ironically, satisfaction with salary does not have a significant effect on burnout.
The study of Khamisa, Oldenburg, Peltzer, and Ilic (2015) concluded that stress related to staff issues is
most important in determining burnout and job satisfaction among nurses and other health professionals. As a
result, burnout impacts nurses' mental health and well-being, compromising productivity, performance, and
patient care quality. Further research investigates specific strategies for managing stress that also help job
satisfaction reduce the impact of burnout on the general health of nurses while also minimizing absenteeism and
turnover. This could be achieved through evidence-based policies to create work environments where nurses feel
safer and have adequate resources to properly perform their jobs, improving their health outcomes and their
patients. Munnangi, Dupiton, Boutin, and Angus's (2018) study revealed that significant relationships exist among
perceived stress, burnout, and job satisfaction. The work environment significantly impacts burnout, job
satisfaction, and perceived stress experienced by trauma nurses in a safety-net hospital.
Mohamed, Nikmat, Hashim, Shuib, Raduan, and Nor (2021) stated that the correlational analyses show a
moderate to high correlation linking psychological distress and burnout because of work, personal, and client
higher burnout was connected alongside higher psychological distress. Non-academicians reveal greater job
satisfaction levels when different from academicians. Correlational analyses show a high correlation linking job
satisfaction and burnout because of work, with high levels of burnout associated with lower job satisfaction among
staff. This study proves that academicians suffer from high levels of burnout when it is about personal, work, and
client-related matters, which has caused higher psychological distress among them and significantly affects their
job satisfaction.
Skaalvik and Skaalvik (2015) studied job satisfaction, work-related stress, consequences of stress, and
coping strategies between Norwegian teachers. The study is qualitative interviews with 30 working teachers and

four former teachers. The respondents revealed high job satisfaction but also severe stress and exhaustion.
Teachers of different periods or various stages in their careers reported the same job satisfaction and stress
sources. However, coping strategies and aftermath differed with age among the respondents
The findings of this study indicate that there is a significant relationship between burnout and job
satisfaction. This study shows that occupation, marital status, and education affect burnout and job satisfaction.
Nevertheless, gender was also determined to have a significant impact on job satisfaction. Moreover, this study
shows that emotional exhaustion is a predictor of general satisfaction. Emotional exhaustion and
depersonalization are substantial predictors of intrinsic job satisfaction. Emotional exhaustion and personal
accomplishment are predictors of extrinsic job satisfaction. So, the study proposes that emotional exhaustion is
the significant regression affecting job satisfaction. (Gamze, Tarcan, and Top, 2016)
Sabei, Labrague, Ross, Karkada, Albashayreh, Masroori, and Hashmi (2020) revealed that engagement in
hospital affairs, a base for quality of care, and staffing sufficiently were predictors of burnout between nurses and
perceived quality of care. Logistic regression analysis discloses that working in a favorable environment was
linked with less turnover intention, but only when job satisfaction was high.
The findings of the study of Kim, Ra, Park, and Kwon, (2017) shows that the subscale of burnout
(exhaustion, cynicism, professional inefficacy) have negative relationships with job levels, job satisfaction, and
performance task, however, among the three subscales of burnout, the cynicism and professional inefficacy
mediate the relationship between job levels and task performance.
According to Fahimeh and Torkaman (2017), there is a significant negative relationship found between
job satisfaction and job stress among teachers. With increasing job stress, job satisfaction decreases. This means
that people with high job stress face problems carrying out their duties and poor performance. As a result, their
job satisfaction will come down, and they will not be satisfied with their performance. The results proved that
there is a relationship between job burnout and various dimensions of job stress.
The study of Safari (2020) showed a negative correlation between teachers' burnout and job satisfaction;
their experience relatively moderate burnout levels, and their job satisfaction level is high. The study was for the
first time that Iranian EFL teachers' burnout and job satisfaction in universities and schools were investigated.
The findings showed that by increasing job satisfaction, the perceived burnout decreases, where burnout and job
satisfaction presented medium to high negative correlation. The results also represented that the type of workplace
influences satisfaction regarding the factor "job conditions."
3. METHODOLOGY
3.1 Research Design
The research method that was used in this study was the descriptive-correlation design. The research
design assists the researcher in conveying their research problems efficiently. It grants the researcher a choice on
how they would conduct their research and provides the study a well-profound direction throughout analyzing all
the information collected and used (Jovancic, 2020). The study's objective was to evaluate job burnout, job
satisfaction, and their relationship to service crew efficiency. The descriptive-correlation approach was used in
the study to assess the relationship between the said variables. It is a method that uses secondary data for two or
more variables from various sources to establish a relationship between variables (Omair, 2015). A descriptive
research design was used to describe the characteristics of the underlying research phenomenon. A quantitative
research technique was used in which a survey was conducted through the distribution of questionnaires in non-
contrived study settings (Saleem, 2015).
3.2 Participants
The participants of this study were public school teachers in the Philippines, with a total of 247. Thus, the
criteria were the following: (1) must be a teacher of DepEd, (2) teaching during pandemic, and (3) must be a
Filipino citizen.
3.3 Instruments
The researchers used Oldenburg Burnout Inventory to measure the burnout among public school teachers

by Demerouti & Nachreiner (1998). The OLBI consists of 16 items questions which eight of them measure the
exhaustion dimension of burnout and eight measuring the disengagement dimension of burnout. Both subscales
had four positive worded items and sour negative worded items. The participants are used to answer the items
using a scale ranging from 1 (strongly agree) to 4 (strongly disagree). Both Exhaustion (0.74 - 0.84) and
disengagement (0.73 - 0.85) subscales had a Cronbach’s score (REis, Xanthopoulou, & Tsaosusis, 2015).
Meanwhile, Minnesota Satisfaction Questionnaire is used to measure an employee's satisfaction with their
job by Wiess, Dawis, England, and Lofquist (1967). The questionnaire contains 20 questions about the intrinsic
and extrinsic of public school teachers. It has a five-point Likert scale ranging from 1(Very Dissatisfied) to 5
(very satisfied). According to Bello, Adewole, and Afolabi (2020), the reliability for subscales intrinsic and
extrinsic was 0.76 to 0.82, with a general satisfaction of 0.86.
3.4 Procedure
To find the relationship between public school teachers' burnout and job satisfaction amidst the COVID-
19 pandemic in the Philippines. The researchers used the online google form to gather data during the quarantine
using the Minnesota Satisfaction Questionnaire and Oldenburg Burnout Inventory distributed to the respondents
through online platforms. The survey also consists of consent from the respondents before answering the
questionnaires. The respondents were set adequate time to respond to each question. The participants' response
was treated confidentially and for educational purposes only after the data gathering; the answer examines
statistically by getting the sum and average of the reaction using Microsoft Excel to organize the data. The
foundation in formulating interpretation and analysis in creating the findings with the data gathered.
3.5 Ethical Procedures
Before publishing the survey questionnaire online, the researchers request permission to publish the
google form for the data collection process and instruments; also, considering the situation during the pandemic,
rules were implemented to secure the safety of each other. The criteria for the respondents are strictly followed.
The consent of the respondents was presented before answering the survey form.
The google form undergoes revisions to ensure that the use of words is appropriately developed. Also, the
language used in the creation of questionnaires was flexible; using both English, and the Filipino language was
made for considerations about the literacy of the respondents.
4. RESULTS
The findings are presented and interpreted in this study based on the research questions used in the data
collection process. To contrast the mean and establish the variables' relevance, the Pearson correlation coefficient
was computed using SPSS 26.
4.1 Respondents' Job Burnout
This portion of the research study contains the tables for two subscales of burnout; disengagement and
exhaustion. In addition, two tables were utilized to show the respondents' profiles about burnout at their job, one
for each burnout subscale. This represents the respondents' mean based on the survey answers and the verbal
interpretation of the mean.
Table 1
Respondents' profile in terms of Job Burnout-Disengagement
Indicators Mean Verbal Interpretation
1. I always find new and interesting aspects in my work 1.79 Average
2. It happens more and more often that I talk about my
2.66 High
work in a negative way
3. Lately, I tend to think less at work and do my job
2.43 Average
almost mechanically
4. I find my work to be a positive challenge 1.57 Average
5. Over time, one can become disconnected from this
2.21 Average
type of work

6. Sometimes I feel sickened by my work tasks 2.30 Average

7. This is the only type of work that I can imagine
2.30 Average
myself doing
8. I feel more and more engaged in my work 1.92 Average
2.15 Average
Table 1 shows that the respondents acquired a total mean score ranging from 1.57 to 2.66 with a total
mean of 2.15 and interpreted as average. This proves that the level of burnout disengagement of the public school
teachers during the COVID-19 pandemic is average. In addition, the level of disengagement at number 2 is high,
which proves that some public school teachers talk negative way about their work yet still do their best to fulfill
their tasks for their students and themselves.
The data shows in table 2 that the respondents obtained a mean score ranging from 1.47 to 2.70. This
shows that the level of exhaustion of the public school teachers amidst pandemics can go below up to high.
The total average mean score of burnout exhaustion is 1.99, which is interpreted as average. This proves
that public school teachers have a medial level of burnout exhaustion which they felt the tiredness, pressure,
emotionally drained, and worn out. Thus, the exhaustion at number 4 is high, which means that most public school
teachers often feel emotionally drained. The Table also shows low fatigue at numbers 3 and 7, which means that
Table 2
Respondents' profile in terms of Job Burnout - Exhaustion
1. There are days when I feel tired before I arrive at work 2.02 Average
2. After work, I tend to need more time than in the past 2.09 Average
in order to relax and feel better
3. I can tolerate the pressure of my work very well 1.47 Low
4. During my work, I often feel emotionally drained 2.70 High
5. After working, I have enough energy for my leisure 1.92 Average
activities
6. After my work, I usually feel worn out and weary 2.28 Average
7. Usually, I can manage the amount of my work well 1.49 Low
8. When I work, I usually feel energized 1.96 Average
1.99 Average
no matter how hard the task and work of public school teachers, they can still do a better job.
4.2 Respondents' Job Satisfaction

This section contains two tables for each subscale of Job satisfaction: intrinsic and extrinsic, using
Minnesota Satisfaction Questionnaire (MSQ). Table 3 shows the interpretation for each subscale.
Table 3
Respondents' profile in terms of Job Satisfaction - Intrinsic
1. Being able to keep busy all the time. 3.98 Above Average
2. The chance to work alone on the job. 3.96 Above Average
3. The chance to do different things from time to time. 4 Above Average
4. The chance to be "somebody" in the community. 4.28 Above Average
5. Being able to do things that don't go against my
4.15 Above Average
conscience.
6. The way my job provides for steady employment. 4.43 Above Average

7. The chance to do things for other people. 4.49 Above Average

8. The chance to tell people what to do. 4.38 Above Average
9. The chance to do something that makes use of my
4.17 Above Average
abilities.
10. The freedom to use my own judgment. 3.75 Above Average
11. The chance to try my own methods of doing the job. 4.13 Above Average
12. The feeling of accomplishment I get from the job. 4.45 Above Average
4.18 Above Average
Table 3 and Table 4 shows that the overall level of job satisfaction is above-average. This indicates that
most of the Public School Teachers felt satisfied with their work task amidst the pandemic. Therefore, all efforts
should be grabbed to increase the job satisfaction of public school teachers amidst the COVID-19 pandemic. The
previous study concluded that positivity with teachers and staff is connected with their job satisfaction, positively
affects performance, and has quality teachers who also increase students' achievements (Bhagwandeen, 2021).
Table 4
Respondents' profile in terms of Job Satisfaction - Extrinsic
Indicators Mean Verbal
Interpretation
1. The way my boss handles his/her workers. 3.62 Above Average
2. The competence of my supervisor in making 3.61 Above Average
decisions.
3. The way company policies are put into 4.19 Above Average
practice.
4. My pay and the amount of work I do. 3.53 Above Average
5. The chances for advancement on this job. 3.51 Above Average
6. The working conditions 3.72 Above Average
7. The way my co-workers get along with each 4.19 Above Average
other.
8. The praise I get for doing a good job. 4.04 Above Average
3.80 Above Average
4.3 Job Burnout and Job Satisfaction

The primary goal of this study is to discover the relationship between job satisfaction and burnout of
public school teachers in the Philippines amidst the COVID-19 pandemic. Table 5 is the statistical analysis of the
data shows that the variable is not significant along to the probability value of 0.05 alpha level of significance,
using the two-tailed test to test the hypothesis. Hence, the null hypothesis is accepted.
The study of Safari (2020) showed a negative correlation between teachers' burnout and job satisfaction;
their experience relatively moderate burnout levels, and their job satisfaction level is high. The findings also
represented that the type of workplace influences satisfaction regarding the factor "job conditions."
The environment of the public school teachers amidst the COVID-19 pandemic plays a crucial role in job
satisfaction. Haj and Jubran (2016) said that the degree of job satisfaction among teachers is very high. Table 4
shows the average score, ranging from 3.511 to 4.191 with a total average of 3.802; above-average job
satisfaction- extrinsic. This proves that the environment affects your job satisfaction. The employees are satisfied
with the way the management is handling them throughout the company's operation.

Table 5
Pearson Correlation of Burnout and Job Satisfaction
CORRELATIONS
Burnout Job Satisfaction
Pearson Correlation 1 -.132

Burnout Sig. (2-tailed) .377
N 247 247
Pearson Correlation -.132 1
Job Satisfaction Sig. (2-tailed) .377
N 247 247
5. DISCUSSION
Multiple studies show that burnout can be a factor that affects the job satisfaction of public school teachers.
This study's public school teacher participants examine themselves about the burnout and job satisfaction they
feel. Some factors affecting burnout, such as work task, tiredness, emotional drained, worn out, and energy, causes
the burnout to the public school teachers. There is burnout among public school teachers. Yet, the satisfaction
with their job is holding an essential happening in every sector, especially in their teaching profession. Some
factors affecting the workers' job satisfaction are the company policies, environment, salary, working conditions,
and opportunities. Although job satisfaction plays a crucial role for workers or employees, the respondents help
themselves accomplish their goal; they are not just teachers; they are teachers.
The researchers know that even though the public school teachers are having a wrong time adjusting to
the new standard setup, they are still satisfied with their work. Although some factors affect an employee's
satisfaction in which the company should reflect, this will help their worker motivate and keep going and burnout,
which the supervisor must keep taking action with. In addition, this can help the workers to be more attentive and
do better work.
6. CONCLUSION
The pandemic caused by COVID-19 has a significant impact on all of us in this world, especially the
workers. People are experiencing troubles adjusting to the 'New Normal' because of some unexpected instances
around the globe. All the people are changing and adapting to the new things that are happening in the
environment. This research wants to know the relationship between burnout and job satisfaction of the teachers
during this pandemic. It will also help the people understand the teachers' situation more clearly and help make
things get lightly. This study will also conclude that humans are trying their best to do their job effectively and
efficiently to help others.
Many things affect an employee's job satisfaction, and it is not because of burnout, according to the
experiences of the public school teachers in this study. Thus, the disengagement and exhaustion burnout of the
public school teachers shows that they are experiencing an average level of burnout from their work. Yet, intrinsic
job satisfaction affects themselves and what benefits they can get from their job. Meanwhile, extrinsic job
satisfaction affects how their environment works which both extrinsic and intrinsic obtained an above-average
level of job satisfaction. The results conclude that burnout and job satisfaction do not significantly influence each
other; therefore, the null hypothesis is accepted.
Moreover, this research can use as a reference in expanding the evaluation of the burnout and job

satisfaction of the workers. The researchers suggest maintaining the level of job satisfaction as high or above
average, which will encourage the workers to strive harder for their work and give attention to the workers'
burnout from their job and make the environment friendly for the workers and customers if you are interacting
with them. This research can also serve as a convoy on how to resolve the burnout experiences of the workers,
especially the public school teachers; hence, job satisfaction is essential to the workers.
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AMIDST THE COVID-19 PANDEMIC: THE JOB

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generated when evaluating work or work experience.

1.1 Research Questions

2. Review of Related Literature

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6. Sometimes I feel sickened by my work tasks 2.30 Average

4.2 Respondents' Job Satisfaction

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7. The chance to do things for other people. 4.49 Above Average

4.3 Job Burnout and Job Satisfaction

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Burnout Job Satisfaction

Pearson Correlation 1 -.132

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14. DOH (2021), UPDATES ON NOVEL CORONAVIRUS DISEASE (COVID-19), https://doh.gov.ph/2019-

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