Authors : Mary Grace M. Sandukan

Volume/Issue : Volume 10 - 2025, Issue 7 - July

Google Scholar : https://tinyurl.com/3y3ban2s

Scribd : https://tinyurl.com/2p3nxtf2

DOI : https://doi.org/10.38124/ijisrt/25jul802

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Abstract : This study examined the factors contributing to job burnout among seasoned teachers by examining their personal experiences and coping strategies. Through the narratives of nine (9) purposively selected senior high school teachers from the South District of Tagum City Division, several recurring themes emerged. Data were collected through in-depth interviews and analyzed using a thematic approach. The major causes of burnout identified included excessive workload and administrative demands and lack of recognition and career growth. In response to these pressures, teachers adopted coping mechanisms such as practicing self-care, seeking support from colleagues, and setting clear boundaries between work and personal life. However, the success of these strategies varied depending on each teacher’s individual resilience and life context, indicating a need for more personalized support systems. The study offers practical recommendations, including reducing administrative load, improving pathways for career development, and enhancing peer support initiatives. These findings call for broader institutional reforms and the development of structured well-being programs. Ultimately, this research provides valuable insights for school leaders and policymakers aiming to address teacher burnout and promote long-term sustainability in education, not just in Tagum City Division, but in other contexts as well. The study stresses that tackling burnout effectively requires a combination of policy-level change and grassroots support tailored to the real-world experiences of educators.

Keywords : A Closer Look, Determinants of Job Burnout, Lens of Seasoned Teachers.

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