From Classroom to Exit: A Correlational Study of Burnout, Work Conditions, and Teacher Attrition in DepEd
DOI:
https://doi.org/10.5281/zenodo.19952716Keywords:
teacher burnout, departure trends, DepEd teachers, institutional stress, workload, teacher well-being, quantitative studyAbstract
This study explored how workplace stress contributes to teacher burnout and the growing intention to leave the profession. Using a quantitative descriptive-correlational design, it examines 135 public elementary school teachers from the Tago 2 District of Surigao del Sur. The findings show that teacher burnout is present at a moderate level, with institutional pressures such as workload demands, policies, and administrative expectations emerging as the strongest source of stress. Logistical concerns and student-related challenges also add to the daily strain experienced by teachers, while personal and instructional factors contribute but to a lesser extent. Interestingly, demographic factors like age, gender, and educational attainment do not significantly influence burnout levels. Instead, years in service and school size show clearer links, suggesting that burnout develops over time and is shaped more by working conditions than personal characteristics. Overall, the results highlight a gradual path from sustained stress to emotional exhaustion, which may eventually lead teachers toward leaving the profession. This study emphasizes the need for stronger institutional support systems and workload management strategies to help teachers remain motivated, healthy, and committed to their roles.
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