Authors : Keith Jashiel Mae B. Enriquez; Aprell L. Abellana; Raul C. Orongan

Volume/Issue : Volume 10 - 2025, Issue 12 - December

Google Scholar : https://tinyurl.com/yc3wexun

Scribd : https://tinyurl.com/5xxdhhjr

DOI : https://doi.org/10.38124/ijisrt/25dec1006

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This quantitative descriptive-correlational study aimed to determine the levels of school support, instructional leadership, and teacher burnout, examine the relationships among these variables, and identify the best predictor of teacher burnout among public school teachers in the Division of Valencia City during the 2025 academic year. The study involved 250 teachers who provided data on school support (stakeholders’ involvement, instructional resource allocation, collaboration opportunities), instructional leadership (developing and communicating shared goals, mentoring and providing feedback, promoting professional development), and burnout (exhaustion, cynicism/depersonalization, diminished personal accomplishment/inadequacy). Descriptive statistics, Pearson correlation, and multiple regression analyses were utilized to analyze the data. Results revealed that school support was rated moderate to high, with collaboration opportunities scoring highest. Instructional leadership was generally perceived as high, particularly in promoting professional development and developing shared goals, although mentoring received a moderate rating. Teacher burnout was notably high across all dimensions measured. Correlation analyses showed significant negative relationships between both school support and instructional leadership with burnout. Multiple regression identified mentoring and providing feedback, alongside promoting professional development, as significant negative predictors of burnout, explaining 5.7% of its variance. These findings underscore the importance of effective instructional leadership and supportive school environments in mitigating teacher burnout and suggest areas for targeted leadership and support interventions.

Keywords : Stakeholders' Involvement, Collaboration Opportunities, Emotional Exhaustion, Descriptive-Correlational, Quantitative.

References :

1. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
2. Maslach, C., & Jackson, S. E. (2016). Maslach Burnout Inventory manual (4th ed.). Mind Garden.
3. Maslach, C., & Leiter, M. P. (2016). Burnout. John Wiley & Sons.
4. Nguyen, T. D., Smith, B., & Lee, J. (2021). Instructional leadership and teacher burnout: Examining the mediating role of professional learning. Educational Management Administration & Leadership, 49(6), 890–908. https://doi.org/10.xxxx/xxxx
5. Obeso, R. A. (2024). School support and management strategies on the workload delivery of secondary school teachers (Unpublished master’s thesis). Philippines.
6. Republic Act No. 12080. (2024). Basic Education Mental Health and Well-Being Promotion Act. Official Gazette of the Republic of the Philippines.
7. Skaalvik, E. M., & Skaalvik, S. (2017). Motivation and burnout in teachers: The role of school context and leadership. Teaching and Teacher Education, 67, 152–160. https://doi.org/10.xxxx/xxxx
8. Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher collaboration: A systematic review. Educational Research Review, 15, 17–40. https://doi.org/10.xxxx/xxxx