STATEMENT OF THE PROBLEM

The problem being addressed in assessing the relationship between teacher burnout and
students' academic performance is the potential negative impact that teacher burnout can have on the
quality of education that students receive. Teacher burnout can lead to a lack of engagement,
motivation, and effective teaching, which can ultimately result in lower academic achievement for
students. Additionally, teacher burnout can contribute to high teacher turnover rates, absenteeism, and
a lack of job satisfaction, which can also affect the school's overall academic performance. Therefore, it
is important to understand the relationship between teacher burnout and students' academic
performance to identify areas for improvement and implement effective strategies to address teacher
burnout and enhance the quality of education that students receive.

The study examining the relationship between teacher burnout and students' academic
performance is significant for several reasons. Student academic achievement: The study can help
identify the impact of teacher burnout on student academic achievement. This information can be used
to develop effective strategies to improve student learning outcomes. Teacher well-being: The study can
raise awareness of the importance of teacher well-being. By identifying the causes and effects of teacher
burnout, schools can implement strategies to improve teacher well-being and prevent burnout.School
performance: The study can contribute to the improvement of school performance. By addressing
teacher burnout, schools can improve teacher retention rates, reduce absenteeism, and create a
positive and productive work environment. Policy development: The study can inform policy
development related to teacher and student well-being. Policies can be created to address the root
causes of teacher burnout, promote teacher support systems, and enhance student learning outcomes.
Future research: The study can act as a foundation for future research. It can generate new research
questions and hypotheses related to the relationship between teacher burnout and student academic
performance.

The study of assessing the relationship between teacher burnout and students' academic
performance is significant because of the following reasons:Improving educational outcomes: One of the
main objectives of education is to help students learn and achieve academic excellence. The study can
contribute towards this goal by identifying the impact of teacher burnout on students' academic
performance. It can help create awareness about the issue and the importance of addressing it for
improving educational outcomes.Enhancing teacher well-being: Teacher burnout can have negative
consequences on the mental and physical health of the teacher, leading to absenteeism, job
dissatisfaction, and high turnover rates. By identifying the relationship between teacher burnout and
students' academic performance, the study can highlight the importance of addressing teacher well-
being, promoting their mental and physical well-being, and increasing their job satisfaction.Designing
effective intervention programs: The study can provide insights for designing and implementing effective
intervention programs that can address teacher burnout and improve student academic performance. It
can provide a roadmap for developing policies, procedures, and support systems that can mitigate the
risks and consequences of teacher burnout.Contributing to the literature: The study can contribute to
the existing literature on the topic of teacher burnout and its impact on students' academic
performance. It can help in filling gaps in research and provide a basis for further exploration.Economic
benefits: The study can have significant economic benefits for the school system. By addressing teacher
burnout and promoting student academic performance, schools can reduce costs associated with
teacher turnover, absenteeism,and low academic achievement.

DEFINITION OF TERMS

The following terms are defined conceptually and operationally:

Peer Tutoring. This refers to a strategy of coaching a student about a least-learned concept (Reyes,
2010). In this study, this means helping a student to answer activities he or she don’t understand.