CONCEPT ON BURNOUT

BY TEACHER DURING
NEW NORMAL
EDUCATION: A
PHENOMENOLOGY
A Research Paper Presented to the Department of Teacher Education UM Tagum College

RESTY J. ARCAYNA
NOVY JEAN S. ANIÑON
DARLENE P. BADILLO
 01
Introduction
 As a result of the COVID-19 outbreak, many
faculty members were obliged to switch from face-to-
face to online instruction.
Thus, some struggled and experienced significant
levels of stress, while others saw this unexpected
transformation as a wonderful opportunity, coped well,
and provided positive learning experiences for their
pupils (Bhat et al., 2020; Ortiz, 2020).
 University of Mindanao (UM) Tagum teachers have been
dealing with a variety of issues, ranging from classroom
congestion to varying responsibilities in the field. Teachers have
always lived up to high expectations, such as staying out late to
finish the lesson plan but still managing to get up early in the
morning; stacks of paper awaiting to be checked and yet another
set will pile up at the end of the day; and endless parent
conferences but still managing to smile and discuss the matter
with a joyful heart for each clientele. This has been confirmed by
the school's Guidance Advocate.
The few attributing variables of a high degree of stress
have been proficient teachers striving to cope with these
demands that outweigh one's ability to be resilient, being pushed
to their limits and eventually to the point of breaking up (Ricards,
2012; Stoeber&Rennert, 2008).
 To address the claim of work overload, the

Department of Education provided a clear definition of

how teachers should perform as stipulated in DepEd

Order (DO) number 42, series of 2017, the adoption

and implementation of the Philippine Profession

Standard for Teachers (PPST). The outcomes of the

said provision are yet to be measured.

 The researchers believe that there is a need to
explore the further understanding of the concept of
burnout among college teachers in using online classes
during the pandemic to know their insights and to seek
findings not only in a larger body that could benefit to
all people around the world.
The researcher finds it a disappointing situation in
which necessary they explore real reasons behind the
concept of burnout among the teachers using online
classes during the pandemic.
This is also an attempt to highlight what needs to
be done to dramatically improve the situation.
This study would also provide recommendations
and guide the students about the concept of burnout
among students in using online classes during the
pandemic.
Research Question

1. What are the teachers’

concepts on but during
online class

2. How do teachers cope with the

paradigm shift of the teaching-
learning process?

3. What are the teachers' insights

on using online classes?
 PARTICIPANTS
Assumed
Name INFORMATION
Gender Location
/Division
Length of
Experience
Level Study Group Institution

Genius Male Davao del Norte 5 years Secondary In-depthInterview Private

Cutie Female Davao del Norte 4 years Secondary In-depthInterview Private
Gov Male Davao del Norte 5 years Secondary In-depthinterview Private
Motherearth Female Davao del Norte 17 years Secondary In-depthInterview Private
Neon Female Davao del Norte 3 years Secondary In-depthInterview Private
Jonel Female Davao del Norte 10 years Secondary In-depthInterview Private
Arkie Male Davao del Norte 3 years Secondary In-depthInterview Private
SULTS AND DISCUSSIO
Research Q.1
What are the teachers’ concepts on burnout during
online class?
 Unstable
Internet Challenging Frustration
Connection
Unstable Internet Connection

My Internet connection is poor and unstable need to adjust

the lessons and student’s availability (IDI_7).

His experiences parallel to the assertion of Ribeiro (2020). Matte (2020) pointed
out that the lack of high-speed internet to attend lectures and undertake any type
of evaluation is a source of concern for students living in rural areas and isolated
communities in the age of online learning.
 Challenging

Challenging in terms of delivering of instruction

(IDI_5).

Schwab and Iwanicki (2017), teachers show signs of mental

exhaustion because they no longer feel able to offer themselves
to learners as they once did.
Frustration

We always experiencing rotational brown out. That is why I

am frustrated.(IDI_6).

This is in accordance with Sull (2013) assertion that while

teachers can manage practically all of their efforts in the online
classroom.
Research Q.2
How do teachers cope with the paradigm shift of the teaching-learning process?
 Utilization of Different Seminars and Workshops on
Teaching Strategies Using Online Learning
Platforms

Preparation of Lessons Ahead

Socializing with Colleagues
of Time
 Utilization of Different Teaching Strategies

Synchronous and asynchronous strategies to help the learners. I

utilized the Socratic method, lecture, and oral recitation (IDI_1)

One of the challenges in this new normal set-up is the use of various teaching
styles. Huang et al. (2020). ReselientEducator.com (2020) points out that the most
classic form of the Socratic Method use inventive inquiries to dissect and dismiss
current concepts.
 Preparation of Lessons Ahead of Time

Extend time to learn independently. I gradually apply to myself before

applying to students(IDI_1).

Platsidou (2010), and the trait emotional intelligence of teachers may be a

result of the socially difficult job context. Muller, Gorrow, and Fiala (2011),
the work environment has a substantial impact on the level of stress
experienced by teachers.
 Seminars and Workshops on Using Online Learning Platforms

Virtual trainings it can help to give more strategies towards the

faculties.(IDI_6).

Bulatevych (2017) affirmed that there are symptoms of burnout

demonstrated at a substantial level by a significant number of the teachers
studied.
 Socializing with Colleagues

Socializing with colleagues is a factor since this pandemic

can need a skeletal workforce type of duties. (IDI_6).

Teachers' burnout is on the rise as a result of the difficulties they face in balancing
work obligations and pressure (Rai, 2015). Higher levels of emotional weariness and
depersonalization are linked to a larger workload (Brouwers and Tomic, 2016)
Research Q.3
What are the teachers' insights on using online classes?
Adapt and Consideration Patience
Embrace to Students and
Changes Dedication
 Adapt and Embrace Changes

Embrace it and work hard to make it effective(IDI_3).

Huang et. al (2020) states that teachers should adapt their teaching tactics to the
needs of learners in order to overcome hurdles. Some teachers defy their beliefs
(Medler, 2011), while some principals regard their teachers as troublemakers, even
if they merely intended to pursue self-actualization (Marzano and Heflebower,
2012).
 Consideration to Students

By listening to them (IDI_2).

The quality of their work and the effectiveness of teachers are defined by their
well-being ([CESE], 2014). In this vein, the school should invest in strategies to
ensure that teacher well-being is maintained at a high level. The quality of teachers'
well-being will, in fact, determine the learners' future.
 Patience and Dedication

Never give up. Be patience because we are amidst

pandemic (IDI_2)

To be a successful teacher, one must devote their entire attention to their students.
Teachers that are burned out may be the ones who work the hardest to assure their
pupils' annual progress and are successful (Skovholt & Trotter-Mathison, 2010).
Freudenberger (2015) defined dedicated worker burnout.
 IMPLICATIONS FOR FURTHER RESEARCH

In as much as this study is limited to its research locale, the following future research are
recommended:
Since the findings of this study are not generalizable beyond the seven (7)
participants, additional research on the concept of burnout by teachers in the workplace
with a different set of participants may be done in the future to strengthen and validate
the findings of this study.
Second, additional research on the concept of burnout by teachers in other parts of
schooI either private or public, may be conducted in the future to supplement the baseline
data and gather more information and insights.
Third, more study into the effectiveness of burnout interventions in schools may be
conducted in the future.
CONCLUDING REMARKS
REMARKS
The most, if not all, teachers enter the field with the selfless goal of
making a difference in the lives of their pupils. It's difficult to tell if it's
just a case of stress or if it's already turned into burnout due to the
blazing desire inside. Burnout does exist in the teaching profession,
but it is mostly disregarded by the system, as evidenced by the
school's restricted program. Teacher burnout is caused and
alleviated in large part by school administration.
Chapter 1
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