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Factors Affecting Social Science Teachers’ Burnout in

Selected State Universities in the Philippines


Marivic Mendoza Pimentel
Philippine Normal University, Taft Avenue, Manila, Philippines

ARTICLE INFORMATION Abstract

Article History: This study aimed to find out the factors


Received: 28 March 2017 affecting Social Science teachers’ burnout in
Received in revised form: 10 December 2017 selected State Universities in the Philippines
Accepted: 11 December 2017 in terms of job assignment, organizational,
human relations, physical environment and
Keywords: out-of-school related factors. This study was
Exhaustion, Intervention Program, also conducted to know the three distinct
Pessimism and Negativity Towards Others dimensions of burnout as experienced by the
and Work, Reduced Self-Efficacy, Teacher Social Science teachers with regard to reduced
Burnout self-efficacy, exhaustion and pessimism and
negativity towards others and work. There
*Corresponding author: Marivic Mendoza Pimentel were 54 full-time Social Science teachers in
(pimentel_marivic@yahoo.com) selected State Universities in the Philippines
who participated in this descriptive research.
The Teacher Burnout Instrument (TBI) and
the survey questionnaire determined the
factors affecting Social Science teachers’
burnout. Result revealed that the level of
Social Science teacher burnout on the three
components: Component 1-Reduced Self-
Efficacy (M=45.25), Component 2-Exhaustion
(M=26.39) and Component 3-Pessimism
and Negativity Towards Others and Work
(M=17.12) is within the average. Findings
also show that while average burnout level
appears to be tolerable, it may indicate a
tendency for burnout to escalate to a more
serious level and therefore need to addressed
by the institutions (SUCs). And based on the
identified factors affecting Social Science
teachers, the Teacher Burnout Intervention
Program (TBIP) is designed individual
directed and organizational directed.

Introduction dedicated and innovative teachers who can


develop and challenge students to make a
The quality of teachers directly and difference in their lives and in the larger
indirectly shapes the future direction of an society in which they are parts of. However,
education system in a given country. For teachers often find themselves dealing with
this reason, every society needs competent, a number of challenges inside and outside

Volume 4      Issue No. 2              ASIA Pacific Higher Education Research Journal 29
the four walls of classrooms. Additionally, disruptive behavior and autonomous
teachers also have their fair share of job motivation (Fernet, Guay, Senecal, & Austin,
stress and pressure in their workplace. For 2012), and disrespect (Hastings & Bham,
instance, teaching demands more time and 2003).
energy but with fewer resources available
brought about by social, political and To Dworkin (2001), it is imperative to
economic constraints. As a result, teachers, explain burnout from both the psychological
in most cases encounter reality shock when and sociological perspectives so that
gap between expectations and life in the appropriate intervention program may be
classroom is realized, leading to “a syndrome made at the personal and structural level. The
of emotional exhaustion, depersonalization observation set by Dworkin (2001) backed
and reduced personal accomplishment” by dearth of studies explaining burnout as
which Brouwers and Tomic, (2000), stress indicator helped shape this study.
Friedman (2000) and Hastings et.al. (2004) From psychological vantage point, burnout
defined as burnout. is a failure to cope with job stress (Dworkin,
Saha & Hill, 2003) and thus manifests itself in
Burnout is a stage of stress that many emotional exhaustion which can then lead to
of the teachers potentially go through at loss of a sense of personal accomplishment
different stages in their lives. But what causes and a tendency to depersonalize relations
burnout? In a recent study, Ghanizadeh and (Maslach & Jackson 1981). Due to the
Jahedizadeh (2015) reviewed 30 studies nature of a teachers’ role, (dealing with
regarding teacher burnout to find the students), they tend to look at their students
most salient sources and ramifications of as indicators to measure their lost sense of
this syndrome. Age, work pressure, lack accomplishment. Consequently, strategies to
of parental interest, reduced self-esteem, address burnout are individualistic, which
unpleasant classroom environment, intend to help teachers be more resilient and
student disrespect, role overload, teacher to better cope with stress.
misjudgment, student misbehavior, lack
of shared decision-making, pedagogical In the sociological perspective, it
barriers, demonization, pupil’s lack of is conceptualized as a form of alienation
motivation, personality types, role conflict, involving the dimensions described by
lack of sociability, lack of received mindfulness Seeman (1959; 1975 in Signe, Rayce &
intervention, lack of time to prepare lessons, Holstein, 2009) including “powerlessness”
number of students, and poor aspirations or the relative lack of control over the events
were among the most detrimental sources of on one’s life of work; “meaninglessness” or a
burnout. Several studies also indicated that sense that one’s actions and the social world
teacher burnout is under the influence of a in which one operates are either absurd
host of individual and organizational factors or incomprehensible; “normlessness” or
such as student misbehavior, demonization, a “Durkheimian view” in which the rule
lack of shared decision-making, workload, will not provide one with socially desired
pedagogical barriers (Domenech & Gomez, ends, “isolation” or the sense that one is
2010), self-efficacy (Evers, Brouwers, & alone, perhaps unwelcome and but at least
Tomic, 2002; Skaalvik & Skaalvik, 2010), estranged from others, and “estrangement”
unpleasant emotions from judgments reflecting two dimensions “cultural
teachers make regarding student behaviors estrangement” and “self-estrangement.
(Chang, 2009), role overload, work pressure,
classroom environment, and self-esteem For the purpose of this study, the
(Dorman, 2003), personality types and researcher utilized the psychological
emotional intelligence (Unaldi, Bardakci, definition which views burnout as a
Dolas, & Arpaci, 2013), changes in teachers’ failure to cope with stress and sociological
perceptions of classroom overload, students’ definition which views burnout as the result

30 ASIA Pacific Higher Education Research Journal              Volume 4     Issue No. 2
of the conjoined effects of powerlessness, c. Human Relation factors
meaninglessness, normlessness, isolation d. Physical Environment factors
and estrangement. This research also e. Out-of-School Related factors
focused on teachers, particularly the Social
Science teachers as one of those who suffer 3. What intervention program can
from stress. When work stress results be proposed for the Social Science
in teacher burnout, it can have serious teachers in the selected State
consequences for the health, happiness, to Universities in the Philippines
the students, co-teachers and families they based on the results of the study?
interact with everyday. To highlights teacher
burnout which is sensitive to the present
organizational milieu and to the culture of Framework of the Study
Filipino learners, this research made use
of the instrument developed and validated There a numbers of factors associated
by Batulan in 2003. The Teacher Burnout with teacher burnout. These maybe
Intervention Program (TBIP) is develop categorized as job assignment factors,
based on the identified factors affecting organizational factors (in a form of alienation
Social Science teachers in the selected State including powerlessness, meaninglessness,
Universities in the Philippines which may normlessness, isolation and estrangement
either individual or organization directed (Seeman, 1959, 1975 in Signe et al.,
intervention program. 2009), human relation factors, physical
environment factors and out-of-school
related factors experienced by Social Science
Purposes of the Research teachers, which are considered possible
reasons of teacher burnout. Burnout may
This study aimed to determine the begin with exhaustion followed by reduced
factors affecting Social Science teachers’ self-efficacy and then pessimistic views and
burnout in selected State Universities in negativity perceptions of teachers toward an
the Philippines as input to the development assigned tasks. Eventually this may lead to a
of an intervention program to address number of serious consequences.
burnout among the teacher-respondents.
Particularly, it sought to answer the following Given the factors associated with the
questions: level of burnout, a burnout intervention
program will be developed at the following
1. What is the level of burnout levels: a) individual and b) organizational.
as experienced by the Social
Science teachers in selected State
Universities in the Philippines in Methodology
terms of:
a. Reduced Self-Efficacy Research Design
b. Exhaustion
c. Pessimism and Negativity This study employed descriptive
Towards Others and Work research design using quantitative method.
This design was used to determine the
2. What are factors affecting the factors affecting Social Science teachers
level of burnout as experienced burnout in the selected State Universities
by the Social Science teachers in in the Philippines. Based on the results,
selected State Universities in the the researcher proposed a teacher burnout
Philippines? intervention program for the Social Science
a. Job Assignment factors teachers.
b. Organizational factors

Volume 4      Issue No. 2              ASIA Pacific Higher Education Research Journal 31
  6

PESSIMISM AND
REDUCED NEGATIVITY
SELF-EFFICACY TOWARDS OTHERS
EXHAUSTION AND WORK
- comes to class unprepared
- has sleeping problems - lacks motivation to try new
(difficulty sleeping or excessive teaching approaches - has lost interest in teaching
sleeping) - poorly complies to school - uses poor teaching strategies
- has changed eating habits activities - gets bored easily
(missing meals, eating at - alienates or withdraws oneself - apathetic (uninvolved,
irregular interval) - evaluates self poorly unaffected, unattached)
- has low body resistance to - says no to assignments - emotionally impulsive
colds & flu - feels inability to influence - experiences frequent moods
- manifests psychosomatic others as an agent of change swings
ailments like frequent - does not follow work schedules - less tolerant of classroom
migraine, headaches, nausea, (disorganized) disruptions
dizziness, skin digestive and - unable to meet deadlines
respiratory problems - uncooperative in group work
- has diminished memory recall - emotionally insensitive
- enjoys increased overtime and - shows fear of responsibility
skips holidays and vacations - feels emotionally empty at the
- has strained family end of the day
relationships

FACTORS OF BURNOUT

PSYCHOLOGICAL
(emotional exhaustion, loss of sense personal
accomplishment, depersonalization)

Individual / Personal Level1


Out-of-School
Status and System and Social
Culture Physical Related Factors
Roles Relationship personal, family, health
(Job Assignment)
(Organizational)
(Human Relation)
Environment and social obligations
demands and expectation,
ill defined norms, bureaucratic

SOCIOLOGICAL (role-specific alienation including powerlessness,


meaninglessness, normlessness and estrangement)
Organizational and Structural Level

Figure 1 Factors Associated with the Level of Burnout among the Social Science Teachers
Figure 1. Factors Associated with the Level of Burnout among the Social Science Teachers

Social Science Teachers in Gender Frequency Percentage (%)


Selected State Universities in the
Philippines Male Female

SUC 1 (PNU) 9 4 13 24.07


SUC 2 (RTU) 6 4 10 18.52
SUC 3 (EARIST) 8 4 12 22.22
SUC 4 (PUP) 3 5 8 14.81
SUC 5 (TUP) 3 8 11 20.37
Total 29 25 54
  53.70% 46.30% 100% 8

Participants Gender

Purposive sampling, otherwise called


the deliberate sampling, was utilized in the
selection of the respondents. An individual
is chosen as part of the sample because of FFemale
4
46.30% Male
good evidence that he is a representative 53.70%
of the total population (Calmorin and
Calmorin, 1995).

The participants of the study is


              
composed of fifty four full-time (54) Instruments
 
Social Science teachers in selected State
Instrum
Universities in the Philippines who served ments  Two validated instrument were used
as respondents, assuring them of   the Two validat T to measure the ent were us
ted instrum factors sed to meas
affecting ure the fact
Social tors affectinng 
confidentiality of their responses, through Science teachers’ burnout in selected State
Social  Science 
S teaachers’  burrnout  in  seelected  Staate  Universsities  in  th
he 
a cover letter of the questionnaire to elicit Universities in the Philippines.
honest answers. Philippiines.  
First, 
F the  leevel  of  burrnout  amon
ng  the  Sociial  Science  teachers  in 
i
32 ASIA Pacific Higher Education Research Journal              Volume 4     Issue No. 2
selected
d  State  Universities  in  the  Philiippines  weere  assessed  using  th he 
adapted
d questionn
naire develo
oped and vaalidated by B
Batulan (20
003) becausse 
First, the level of burnout among the of sixty-three (63) statements that are
Social Science teachers in selected State often experienced in teaching profession.
Universities in the Philippines were assessed The statements are grouped into sets of
using the adapted questionnaire developed five (5): a) job assignment factors with
and validated by Batulan (2003) because its 17 statements; b) organizational factors
highlights teacher burnout sensitive to the with 27 statements; c) human relation
present organizational set up of educational factors with 10 statements and d) physical
milieu and to the culture of Filipino teachers environment factors with 5 statements,
as well. on the other hand, out-of-school related
factors were composed of 4 statements.
The Teacher Burnout Instrument (TBI) Survey about the factors affecting Social
was composed of 46 items measured in 5 Science teachers were used as basis in
point rating scale. The items pertain to three the development of the proposed teacher
distinct components namely: Component burnout intervention program.
1-Reduced Self-Efficacy which refers to the
lowered perception or evaluation of one’s
self has 26 items; Component 2-Exhaustion Data Collection and Analysis
which refers to physical, emotional and
mental exhaustion has 12 items; and Upon the approval of the research
Component 3-Pessimism and Negativity proposal, permits were secured from the
Towards Others which refers to pessimistic deans and heads of the selected State
views and negative perceptions of teachers Universities to conduct the study. The actual
towards others and assigned tasks, consists survey was conducted using the validated
of 8 items. The items describe specific school questionnaire and observation to gather
situations or conditions as experienced by information on the factors affecting Social
teachers that ask how frequent (always, Science teachers’ burnout in selected
oftentimes, sometimes, seldom or never) State Universities in the Philippines. The
a respondent experienced or have felt the research instruments were retrieved just
given situations in the past year or still after the completion of the Social Science
experiencing at present. teacher respondents. The data analysis and
interpretation were based on the responses
The Teacher Burnout Instrument of the Social Science teacher-respondents.
(TBI) was correlated with the adapted The Statistical Package for Social Sciences
Maslach Burnout Inventory-Human (SPSS) Program was utilized in the treatment
Services Survey (MBI-HSS) to ascertain its of data and the following descriptive
convergent validity. It was also patterned statistics were used: frequency counts,
after the three burnout subscales namely: percentages, ranking, mean and Pearson r
emotional exhaustion, depersonalization, (r). Then, preparing the proposed Teacher
and reduced personal accomplishment. Burnout Intervention Program (TBIP) based
Each subscale of the three distinct on the findings of the study.
components of burnout has reliability
coefficients ranging from 0.75 to 0.92
which imply that the teacher burnout Results and Discussion
instrument has a high level of reliability
(Batulan, 2003). Through the greater demands on
their time and energy, many teachers feel
The second instrument was the survey the pressure to do more work with fewer
questionnaire on the factors of burnout. resources, while receiving fewer rewards
This instrument explores both the personal and less recognition of their efforts.
and structural/organizational factors Psychologically, they may run the risk of
associated with burnout which composed experiencing more emotional exhaustion

Volume 4      Issue No. 2              ASIA Pacific Higher Education Research Journal 33
Table 1
Level of the Social Science Teachers Burnout on Component 1-Reduced Self-Efficacy (N=54)

Items Mean Interpretation


3 I do not care about the school’s prestige. 1.72 Seldom true of me
4 I find myself preparing less for my students. 1.83 Seldom true of me
7 I blame others (superiors, colleagues, students) for my failures (low evaluations, conflicts in 1.57 Seldom true of me
school, inability to finish studies).
8 I find myself competing with my colleagues rather than cooperating with them. 1.65 Seldom true of me
9 I do not feel motivated to explore new approaches in my teaching. 1.70 Seldom true of me
10 I feel I should not be responsible for looking for funds or on improving school standing. 2.13 Seldom true of me
12 I have felt that I am even better than my superior. 1.98 Seldom true of me
13 I have become overly critical of others lately. 1.83 Seldom true of me
16 I rigidly enforce rules without room for any considerations. 1.83 Seldom true of me
17 I do not bother to inform my colleagues whenever there are policy changes that might affect 1.72 Seldom true of me
them.
20 I do not care if parents rally against school administrators. 1.74 Seldom true of me
21 I fear greatly parent-teacher conferences for fear of being blamed for students’ low academic 1.43** Never true of me
performance.
22 I cannot wait to leave the school at the end of the day. 1.80 Seldom true of me
25 I hate to interact with colleagues because they often disagree with me. 1.67 Seldom true of me
26 I have been putting off work, thus I cannot meet deadlines. 1.83 Seldom true of me
27 Attending in-service seminars does not make me feel more competent. 1.85 Seldom true of me
30 I feel under qualified for my teaching assignments despite my academic preparations. 1.67 Seldom true of me
31 I find myself talking about superior’s incompetence or students’ foolishness to colleagues. 1.61 Seldom true of me
34 At the end of the working day, I feel empty as if I have done nothing worthwhile. 1.72 Seldom true of me
35 I catch myself fiddling, twitching, and drumming fingers or pacing to and fro whenever a 1.44 Never true of me
supervisor / principal / dean calls for a dialogue or assigns task.
38 My students suffer from consequences of my anger caused by my disillusioned over my 1.44 Never true of me
career.
39 I have been declining assignments, offered to me for fear that I might not be able to live up to 1.56 Seldom true of me
others’ expectations.
40 I do not want to take the responsibility for the failures of my students. 1.59 Seldom true of me
42 I am not consulted in policy-making though I am duty bound to implement them. 2.17* Seldom true of me
44 I do not participate in school decisions. 1.83 Seldom true of me
45 I have “mañana” habit. 1.94 Seldom true of me
Total 45.25 AVERAGE
BURNOUT

Legend: 4.50-5.00 Always true of me; 3.50-4.49 Oftentimes true of me; 2.50-3.49 Sometimes true of me; 1.50-2.49
Seldom true of me; 1:00- 1.49 Never true of me
* - item with the highest mean
** - item with the lowest mean

and sociologically, a sense of alienation burnout in selected State Universities in the


from their work lives and in the end may Philippines and to develop an intervention
result in burnout. program to address burnout among the
teacher-respondents.
It is along this premise that the main
purpose of this study was to determine the 1. The level of burnout as experienced by
factors affecting Social Science teachers’ the Social Science teachers in selected

34 ASIA Pacific Higher Education Research Journal              Volume 4     Issue No. 2
State Universities in the Philippines in task experience may provide a crucial
terms of: source of information for individuals
to judge their self-efficacy in relation
A. Reduced Self-Efficacy to a specific task. More specifically,
positive task experience may enhance
An examination of Table 1 reveals an individual’s self-efficacy, whereas
that the general level of burnout as negative task experience may lessen
experienced by Social Science teachers it (Bandura, 1997; Bandura & Locke,
in the selected State Universities in the 2003 in Chiou & Wan, 2007).
Philippines with regard to Component
1-Reduced Self-Efficacy were found to It can be inferred that the Social
be having an average level of burnout Science teachers in the selected State
as indicated by a mean score of 45.25. Universities in the Philippines still have
The findings also show that there were a high perception or evaluation of one’s
23 items in Component 1-Reduced Self- self, particularly one’s competence and
Efficacy that were rated Seldom true of one’s ability to cope with challenging
me and 3 items were rated Never true or threatening demands of teaching
of me. A person with reduced self- profession. They do not feel alienated in
efficacy has lower evaluation of one’s their work. In addition, they are willing
self, confidence to perform specific to be involved in the policy-making so
tasks and ability to cope with the that their voices can be heard, shared
challenging or threatening demands of their ideas for the achievement of the
teaching. Since the interpretation for mission and vision of the selected State
Reduced Self-Efficacy among teachers Universities. This result shows that
is average (range is from very high since the interpretation for Reduced
burn out to high, average and very low) Self-Efficacy among teachers is average
this means that Social Science teachers (range is from very high burn out to
may still feel the sense of achievement high, average and very low) this means
and satisfaction in their work and in that Social Science teachers may still
other things that they do. It is possible feel the sense of achievement and
that they still have moderate feeling of satisfaction in their work and in other
self-efficacy. things that they do.

The item with the highest mean B. Exhaustion


(2.17, seldom true of me) is Item 42,
I am not consulted in policy-making It can be gleaned from Table
though I am duty bound to implement 2, that the general level of teacher
them. The score means that not being burnout on Component 2-Exhaustion
consulted in the policy-making is one as experienced by the Social Science
contributory factor of Social Science teachers in the selected State
teachers’ burnout in Component Universities is average with a grand
1-Reduced Self-Efficacy. mean of 26.39. A closer look at the
table shows that out of the twelve items
According to Chiou & Wan (2007) under Component 2, 1 item was rated
it appears that self-efficacy appears Sometimes true of me and 11 items
highly related to task experience. were rated Seldom true of me.
This relation could be evaluated by
testing individuals to see if they gain
more confidence after successfully
performing specific tasks (Bandura
1997, in Chiou & Wan (2007). Thus,

Volume 4      Issue No. 2              ASIA Pacific Higher Education Research Journal 35
Table 2
Level of the Social Science Teachers Burnout on Component 2-Exhaustion (N=54)

Items Mean Interpretation


2 With so many assigned roles in school, there are countless things going through my mind that 2.67* Sometimes true
I can hardly sleep. of me
6 I have difficulty going to sleep because of too much pressure from day-to-day workload. 2.15 Seldom true of me
11 I have been eating meals at irregular intervals lately. 2.41 Seldom true of me

15 I find myself continually having no time (or little time) for food breaks (i.e. coffee or tea 2.11 Seldom true of me
breaks).
19 My recurrent colds and flu maybe brought about by too much work in school. 2.13 Seldom true of me
24 Due to over work preoccupation in school, I tend to forget personal concerns (i.e. birthdays, 2.26 Seldom true of me
anniversaries, payment of bills) or professional appointments.
29 I use lunch breaks to catch up with paper work in school. 2.43 Seldom true of me
33 I feel totally indispensable to school that I hardly say no to working on scheduled vacations 2.06 Seldom true of me
and/or weekends.
37 The many committee work, class preparations and meetings I have to attend cost my health. 1.78** Seldom true of me
41 I miss out eating meals due to urgent meetings or unexpected demands. 2.20 Seldom true of me
43 After working for the whole day, I tend to oversleep. 2.17 Seldom true of me
46 Too much school responsibilities in school keep me from having quality time for my 2.02 Seldom true of me
family.
Total 26.39 AVERAGE
BURNOUT
Legend: 4.50-5.00 Always true of me; 3.50-4.49 Oftentimes true of me; 2.50-3.49 Sometimes true of me; 1.50-2.49
Seldom true of me; 1:00-1.49 Never true of me
* - item with the highest mean
** - item with the lowest mean

Teachers exhibit emotional In this study, Item 2, With so


exhaustion when they feel they can no many assigned roles in school, there are
longer extend themselves to students as countless things going through my mind
they as they once did (Evers, Brouwers, that I can hardly sleep, got the highest
& Tomic, 2002; Maslach & Jackson, mean of 2.67, interpreted as sometimes
1986; Schwab & Iwaniki, 1982 in Gaitan, true of me. This means that the many
2009). Since the interpretation is only assigned and varied roles in school is the
average within the range of high-low dominant manifestation of Exhaustion.
burnout, this means that the Social
Science teachers still possess sufficient This finding was in line with the
physical, emotional and mental stability result of the study of Limos (2009)
needed to cope with the demands in Component 2-Exhaustion where
of teaching. They can still think of her study was also found out that the
alternatives to resolve the challenges various roles that the teachers have in
and problems in their present situation. school is the most prevalent cause of
They can still function despite the daily their exhaustion with a mean of 3.45
and necessary demands of their jobs interpreted as sometimes true of me.
and did not get easily irritated nor show Similarly, the study of Ocampo (2008)
impatience. This also mean that the showed that the psychological labor
Social Science teachers were not too involved in emotional regulation can
emotionally exhausted. sometimes lead to burnout, especially
in the service profession. There are time
when the pressure to put your best face

36 ASIA Pacific Higher Education Research Journal              Volume 4     Issue No. 2
forward for students, while enduring towards students and other people and
other source of stress, is enough to did not develop feeling of insecurity
enable the most dedicated educator’s towards their position. They still develop
resolve. That’s when it’s time to take a confidence and positive attitude to cope
new look at managing the psychological with the teaching profession.
trials of school life.
The item with the highest mean
C. Pessimism and Negativity Towards (3.15, sometimes true of me) is Item 1, I
Others and Work easily flare-up when hearing students
foul language or impolite responses.
The level of burnout under This means that hearing students’
Component 3-Pessimism and Negativity foul language or impolite responses is
Towards Others and Work of all Social the highest manifestation of teacher
Science teachers in selected State burnout in Component 3-Pessimism and
Universities also fall under the average Negativity towards Others and Work
level of burnout with a grand mean of among the Social Science teachers in
17.12. As indicated the Social Science the selected State Universities in the
teacher respondents perceived 7 items Philippines.
as Seldom true of me and 1 item was
rated as Sometimes true of me. It was also emphasized in
Obias’ (2005) study that even though
The result means that the Social employees have been constantly
Science teachers have an average level of cautioned to separate personal life
burnout as to the pessimistic views and from professional, such problems are
negative perceptions of Social Science unconsciously manifested. This situation
teachers toward assigned tasks. Since is very important in the case of teachers
their level is merely average, teachers did who are expected to be role models at
not develop negative, cynical attitudes all times. Students may assimilate the

Table 3
Level of the Social Science Teachers Burnout on Component 3-Pessimism and Negativity Towards Others
and Work (N=54)

Items Mean Interpretation


1 I easily flare-up when hearing students foul language or impolite responses 3.15* Sometimes true
of me
5 I become indifferent to my student’s inattentiveness and lack of interest in schoolwork. 2.28 Seldom true of me
14 My mood easily changes from time to time. 2.06 Seldom true of me
18 I find it difficult to control my anger whenever I am notified of an unsatisfactory performance. 1.85 Seldom true of me
23 I have been quite some time since I experienced much enthusiasm in teaching. 2.39 Seldom true of me
28 I feel helpless in the midst of unruly students. 1.59** Seldom true of me
32 Any form of classroom disruptions (i.e. announcements, urgent meetings, student tardiness, 1.76 Seldom true of me
fire drills) is intolerable to me.
36 I cannot stand long conversations. 2.04 Seldom true of me
Total 17.12 AVERAGE
BURNOUT

Legend: 4.50-5.00 Always true of me; 3.50-4.49 Oftentimes true of me; 2.50-3.49 Sometimes true of me; 1.50-2.49
Seldom true of me; 1:00-1.49 Never true of me
* - item with the highest mean
** - item with the lowest mean

Volume 4      Issue No. 2              ASIA Pacific Higher Education Research Journal 37
Table 4
Summary of the General Level of Burnout as Experienced by the Social Science Teachers in Selected State
Universities in the Philippines

L E V E L OF B U R N O U T
Component 1 Component 2 Component 3

Reduced Self-Efficacy Exhaustion Pessimism and Negativity


towards Others and Works
Respondents Mean Score in Interpretation Mean Score in Interpretation Mean Score in Interpretation
the TBI the TBI the TBI
Social Science Average Average Average
Teachers
45.25 Level of 26.39 Level of 17.12 Level of
Burnout Burnout Burnout

negative behavior of the teacher, which found to be having an average level,


is the indirect effect of poor management the findings also tends to indicate that
and supervision. burnout is already present among the
Social Science teachers and this may
This study shows that the Social also escalate to a more serious level of
Science teachers in the selected State burnout if not given proper attention
Universities still impose and maintain and preventive measures must have to
the discipline inside the classroom. be taken.
They still possess the specific skills to
successfully manage the classroom. It 2. Factors affecting the level of burnout
could also inferred from the findings as experienced by the Social Science
that under Component 3-Pessimism and teachers in selected State Universities
Negativity towards Others and Work, in the Philippines (Job Assignment,
Social Science teachers with an average Organizational, Human Relation, Physical
burnout, still did not develop negative, Environment and Out-of-School Related
cynical attitudes towards students and factors)
other people and did not develop feeling
of insecurity towards their position. They Teacher burnout is frequently
still show effectiveness and capability to attributed to an individual’s experience,
face and perform their assigned work educational background, gender and
with great energy and courage with some other inherent personality
positive mind and optimism. characteristics. However, there exists
a big potential that certain working
Table 4 shows that the level of conditions have a significant role to
Social Science teacher burnout on influence the Social Science teachers
the three components: Component to both the personal and structural/
1-Reduced Self-Efficacy (45.25), organizational factors associated with
Component 2-Exhaustion (26.39) and burn out.
Component 3-Pessimism and Negativity
Towards Others and Work (17.12) were Table 5 shows the summary of
all average. the responses on the different factors
that may affect to Social Science teacher
Even the general level of burnout burnout in the selected State Universities
as experienced by all Social Science in the Philippines.
teachers in selected State Universities in
the Philippines with regard to the three With an overall mean (x) of
distinct component of burnout were 2.99 implies that the different factors

38 ASIA Pacific Higher Education Research Journal              Volume 4     Issue No. 2
Table 5
Summary of Responses of the Social Science Teachers on the Different Factors of Burnout (N = 54)

Different Factors of Burnout Interpretation Rank


x
A. Job Assignment Factors 2.61 Moderately Stressful (MS) 5
B. Organizational Factors 3.00 Moderately Stressful (MS) 3
C. Human Relation Factors 3.09 Moderately Stressful (MS) 2
D. Physical Environment Factors 3.59 Very Stressful (VS) 1
E. Out-of-School Related Factors 2.67 Moderately Stressful (MS) 4
Grand Mean 2.99 Moderately Stressful (MS)

Legend: 4.50-5.00 Extremely Stressful (ES); 3.50-4.49 Very Stressful (VS); 2.50-3.49 Moderately Stressful (MS);
1.50-2.49 Fairly Stressful (FS); 1:00-1.49 Not Stressful (NS)

Table 6
Correlation of Component 1-Reduced Self-Efficacy and the Factors of Social Science Teachers Burnout

Level of Burnout Factors of Burnout r Sig. Interpretation


Job Assignment Factors .127 .360 Not Significant
Organizational – .011 .938 Not Significant
Component 1
Factors
REDUCED Human Relation Factors – .064 .646 Not Significant
SELF-EFFICACY
Physical Environment Factors – .190 .168 Not Significant
Out-of-School Related Factors .130 .349 Not Significant

**Correlation is significant at the 0.01 level (2-tailed)

of burnout, in general, makes the Table 6 shows that the data


Social Science teacher-respondents signifies that all the computed r
Moderately Stressful (MS). Physical values were not sufficient enough to
environment factors with the highest categorically state that the factors
mean of 3.59 (VS) ranked first, human of burnout such as job assignment,
relation factors, with a grand mean of organizational, human relation,
3.09 (MS) ranked second, organizational physical environment and out-of-
factors, with a grand mean of 3.00 (MS) school related factors have relation to
ranked third, out-of-school related Social Science teacher burnout under
factors with a grand mean of 2.67 (MS) Component 1-Reduced Self-Efficacy.
ranked fourth and job assignment This means that no factors of burnout
factors with a grand mean of 2.61(MS) are significantly related to the level of
ranked fifth. This implies that the Social Social Science teachers’ burnout on
Science teachers as they acquire years Component 1-Reduced Self-Efficacy. In
in the teaching profession they become other words, factors of burnout do not
more confident to perform their job. affect Social Science teachers’ burnout
They also become more confident and in certain aspects.
understand better their duties and
responsibilities as teachers.

Volume 4      Issue No. 2              ASIA Pacific Higher Education Research Journal 39
Table 7
Correlation of Component 2 Exhaustion and the Factors of Social Science Teachers Burnout

Level of Burnout Factors of Burnout r Sig. Interpretation

Job Assignment Factors .589** .000 Significant


Organizational Factors .497** .000 Significant
Component 2
Human Relation Factors .498** .000 Significant
EXHAUSTION
Physical Environment Factors .480** .000 Significant
Out-of-School Related Factors .454** .001 Significant

**Correlation is significant at the 0.01 level (2-tailed)

Table 8
Correlation of Component 3-Pessimism and Negativity Towards Others and Work and the Factors of Social
Science Teachers Burnout

Level of Burnout Factors of Burnout r Sig Interpretation

Job Assignment Factors .491** .000 Significant


Component 3
Organizational Factors .408** .002 Significant
PESSIMISM AND
Human Relation Factors .396** .003 Significant
NEGATIVITY TO-
WARDS OTHERS Physical Environment Factors .227 .099 Significant
AND WORK
Out-of-School Related Factors .362** .007 Significant

**Correlation is significant at the 0.01 level (2-tailed)

Table 7 shows that the factors This implies that the factors of burnout
of burnout such as job assignment, may affect the pessimistic views and
organizational, human relation, physical negative perceptions of the Social
environment and out-of-school related Science teachers towards others and
factors have significant relationship with assigned tasks. The result of this study is
the Social Science teachers’ burnout related in the study of Munsayac (2009)
under Component 2-Exhaustion. In where she found out that in relationship
other words, factors of burnout affect between level of burnout and job-related
Social Science teachers’ burnout in stressors, job conditions (r =–.391)
certain aspects. The result of this study is significantly related to burnout in
is related to the study of Munsayac terms of depersonalization equivalent
(2009) where she found out in her study to pessimism and negativity towards
that the relationship between level of others and work, in this study.
burnout and job-related stressors, job
conditions (r = –.486) is significantly 3. A Proposed Teacher Burnout
related to burnout in terms of emotional Intervention Program for the Social
exhaustion. Science Teachers in the Selected State
Universities in the Philippines
Table 8 shows that the
findings reflect that job assignment, I. Program Description
organizational, human relation and out-
of-school related factors have significant The Teacher Burnout Intervention
relationship with teacher burnout Program (TBIP) is being proposed to
under Component 3-Pessimism and address the phenomenon of burnout
Negativity towards Others and Works. among Social science teachers both at the

40 ASIA Pacific Higher Education Research Journal              Volume 4     Issue No. 2
have limited time and resources to
personal level and at the organizational/ provide comprehensive individual
structural levels. This Teacher Burnout support for teachers especially for
Intervention Program (TBIP) for the the Social Science teachers who
Social Science teachers considered the are suffering or might suffer from
three distinct dimensions of burnout varying level of burnout. It is therefore
namely: Component 1- Reduced Self- important to address the phenomenon
Efficacy, Component 2-Exhaustion and of burnout both at the individual and at
Component 3-Pessimism and Negativity the institutional levels.
Towards Others and Work. The program
also takes into consideration the III. Working Assumptions of the Program
findings of the study particularly the
significant association of Job assignment This proposed intervention
factors, organizational factors, human program rests on the following
relation factors, physical environment assumptions:
factors and out-of-school related
factors to Component 2-Exhaustion and 1. Burnout, whether it is considered
Component 3-Pessimism and Negativity a syndrome or a phenomenon
Towards Others and Work. should be given proper attention
because it affects the performance
II. Program Rationale level of the individuals.

Social Science teachers in the 2. Burnout has both psychological


tertiary level are expected not only to (individualistic) and social
deliver the content knowledge of their structural (organization/
disciplines and areas but are likewise structural) roots.
expected to develop the necessary
values and dispositions of the students 3. While average burn out level
who can influence significant change appears to be tolerable, it may
in society. In this light, teachers are indicate a tendency for the burn out
expected to meet the political, socio- escalate to a more serious level and
cultural demands of the disciplines. therefore needs to be addressed.
Students need to be “agent of change”,
a tall order for teachers who are 4. Intervention programs may
“exhausted”, “pessimistic” and “does either be individual directed
not have the opportunity to participate or organization directed. Most
in decision making”. If their social intervention programs are
situation and condition will not allow individual directed because of the
them to become otherwise, how will the belief that it is not only easier to
Social Science teacher promote critical change people than organizations
mind, empowerment and personal or systems but less costly as
and national pride - all these values well. This intervention program
which are critical domains of the social attempts to address both.
sciences. It is important therefore that
an intervention program be developed 5. There are a number of strategies
which will address these burning issues and activities that may be used in
of burn out among teachers. individual directed intervention
program. With the organization
The proposed burnout directed program, intervention
intervention program is also necessary may come in the form of policy and
because most of the State Universities programs.

Volume 4      Issue No. 2              ASIA Pacific Higher Education Research Journal 41
IV. Goal of the Program 2. develop strategies on managing
teacher burnout at the personal
Based on the identified factors and organizational levels
affecting Social Science teachers burnout
in the selected State Universities in 3. recommend appropriate programs
the Philippines, this teacher burnout and policies to address burnout
intervention program (TBIP) is hereby among Social Science teachers
designed. Specifically, it aims to:
V. The Teacher Burnout Intervention
1. reduce and minimize experiences Program (TBIP): Content and
 
of burn out among Social Science Framework 22
teachers
V. The Teacher Burnout Intervention Program (TBIP): Content and Framework
   

IDENTIFIED FACTORS OF BURNOUT


Job Assignment Factors – voluminous / endless paper works,
excessive co-curricular activities, teaching assignment which are not
related to specialization, urgent reports, time pressure in meeting
deadlines
Organizational Factors – administrative red tape, organizational
politics or bureaucracy, management display favoritism, lack of respect
to the dignity of another and poor opportunities for promotion, lack of
funds / inadequate financial and material resources
Human Relation Factors – uncooperative and unprofessional
colleagues, student apathy, student’s misbehavior/disruptive behavior,
administrative/facilitative staffs are not accommodating, misunderstood
by co-teachers and other people in the workplace
Physical Environment Factors – poor working conditions, oversized
classes, inadequate school facilities, equipment and materials, poor
maintenance of cleanliness and sanitation in the workplace
Out-of-School Related Factors – health, family, personal and social
obligations

TEACHER BURNOUT
INDIVIDUAL LEVEL ORGANIZATIONAL LEVEL
Job Assignment Factors
‐ Clearly defined responsibilities  Job Assignment Factors
- Reduction of paper works
‐ Create a time management plan   - Developing a clear defined job description
‐ Setting goals/priorities and commitment       and expectations
  plan actions and assess progress  - Accountability through admin. meetings
Organizational Factors and involvement with each other’s work
- Effective Time Management Training
‐ Attitude change   Organizational Factors
‐ Engaging in dialogue / involvement - Discuss and resolve perceived inequalities
‐ Equality of treatment in the workplace  in the job through policies and programs
- Reorganization / New Structure
Human Relation Factors
- Development of values in organizational
‐ Cooperation with clients   culture,
‐ Participation in decision making  - Feedbacking System
‐ Conflict resolution  Human Relation Factors
- Emphasize staff development
‐ Peer support  - Establish and maintain open lines of
‐ Classroom management and     communications / Class Discipline
  instructional skills  Workshop
‐ Communication skill training  - Development of effective social support
- Consultation with employees / teachers
Physical Environment Factors - Employee/teacher participation in decision
‐ Creativity, flexibility, resourcefulness  making concerning changes
‐ Adaptive Skill Training / Environmental   Physical Environment Factors
- Provide adequate resources and facilities
  Adjustment Training to support instructional practice
Out-of-School Related Factors - Maintain regular class size (proper
‐ Active‐coping strategies‐focused on the   scheduling of room assignment
  problem  - Supervising and motoring regularly the
repair and maintenance of school facilities
‐ Personal Counseling, Relaxation   - Campus site development
  Techniques   Out-of-School Related Factors
‐ Join a small support group  PROPOSED - Health and Wellness Program
INTERVENTION PROGRAM ‐ Employee Assistance Program 

FOR THE SOCIAL SCIENCE


  TEACHERS
 
Figure 2. TBIP: Individual/ Personal and Organizational Level

Figure 2. TBIP: Individual/ Personal and Organizational Level


*Note: The Teacher Burnout Intervention Program (TBIP) only shows the content and framework of the program .Please see the Appendix for details

*Note: The Teacher Burnout Intervention Program (TBIP) only shows the content and framework of the program. Please
see the Appendix for details

42 ASIA Pacific Higher Education Research Journal              Volume 4     Issue No. 2
Conclusion and Recommendations The over-all research concluded
that the while Social Science teachers
This study aimed to determine the in the selected State Universities in the
factors affecting Social Science Teachers’ Philippines may have experienced burnout
Burnout in Selected State Universities in the only on the average, it is important that
Philippines as inputs to the development of burnout among teachers be addressed
an intervention program to address burnout by the Institutions (SCUs) through a
among teacher-respondents. comprehensive intervention program to
avoid further escalation of the level of
In summary, the Social Science burnout to either “high burnout” or “very
teachers’ perception on the general level of high burnout”. It is also important to address
burnout in the selected State Universities burnout at an earlier stage of manifestation.
in the National Capital Region (NCR) in the Both personal and situational factors are
three distinct components: Component significant in the study of burnout. Burnout
1-Reduced Self-Efficacy, Component behavior and or phenomenon be analyzed
2-Exhaustion and Component 3-Pessimism and understood from both the individual
and Negativity Towards Others and Work (psychological) and organizational/
as measured by the Teacher Burnout structural (sociological) point of view. This
Instrument (TBI) was found to be average. means that burnout should not only be
With an overall mean () of 2.99 implies understood in terms of individual’s inability
that the different factors of burnout, in to cope with the pressures but also in
general, makes the Social Science teacher- terms of its organizational and structural
respondents Moderately Stressful (MS). roots. Similarly, proposed intervention
The identified factors of burnout are job program to be implemented should have
assignment, organizational, human relation, multidimensional (both personal and
physical environment and out-of-school organizational) dimensions. It means that
related factors have individual/personal the program should incorporate activities
and organizational dimension. Factor such which will capacitate individual to effect
as job assignment may appear to be at the change.
personal level, which means that “inability to
perform a job assignment” can be attributed It is also recommended that the state
to the individual. But it is also possible that universities should adapt the proposed
assignment of job that causes burn out maybe Teacher Burnout Intervention Program
attributed to poor the organization’s poor (TBIP) taking into considerations the
system of job assignment such as” teaching factors affecting Social Science teachers’
assignment not related to specialization”, burnout and look into suitable strategies
a product of mismatch. The factors such or activities both for individual and for
as job assignment, organizational, human the organization in their institutions
relation, physical environment and out-of- (SUC 1-SUC 5). The proposed burnout
school related factors are not significantly intervention program is also necessary
associated with the level of Social Science because most of the State Universities
teachers’ burnout on Component 1-Reduced have limited time and resources to provide
Self-Efficacy. However, job assignment, comprehensive individual support for
organizational, human relation, physical teachers especially for the Social Science
environment and out-of-school related teachers who are suffering or might suffer
factors are significantly associated with the from varying level of burnout. Moreover,
level of Social Science teachers’ burnout on the researcher recommended the following:
Component 2-Exhaustion and on Component 1) individual/personal - setting goals/
3-Pessimism and Negativity Towards Others priorities and commitment, engaging in
and Work. dialogue/involvement or participation in
decision-making, equal treatment, conflict

Volume 4      Issue No. 2              ASIA Pacific Higher Education Research Journal 43
resolution, environmental adjustment, systems. However, this intervention program
active coping strategies; 2) organizational attempts to address both.
- developing a clear defined job description
and expectation, accountability, discuss Finally, this research also envisions to
and resolve perceived inequalities in study burnout among the administrators,
the job through policies and programs, deans, heads and even presidents of
establish open lines of communications, the different state universities in the
feedbacking system, emphasize staff Philippines and also in other Asian
development, provide adequate resources universities. Future researchers may also
and facilities to support instructional widen the scope of similar studies by doing
practice, health programs; 3) the teacher comparative studies between private and
burnout intervention program formulated public universities in the Philippines.
should be sent to the selected state █ █ █
universities in the National Capital Region
(NCR) for consideration and possible
implementation. 4) a similar study may References
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46 ASIA Pacific Higher Education Research Journal              Volume 4     Issue No. 2
Appendices

Appendix A

For the purpose of interpreting the level of burnout

Scale Verbal Interpretation Interval


5 ALWAYS true of me (81-100% of the time)

4 OFTENTIMES true of me (61-80% of the time)

3 SOMETIMES true of me (41-60% of the time)

2 SELDOM true of me (21-40% of the time)

1 NEVER true of me (0-20% of the time)

Appendix B

For interpreting the factors of burnout

Scale Verbal Interpretation Interval


5 Extremely Stressful (ES) 4.50 – 5.00

4 Very Stressful (VS) 3.50 – 4.49

3 Moderately Stressful (MS) 2.50 – 3.49

2 Fairly Stressful (FS) 1.50 – 2.49

1 Not Stressful (NS) 1.00 – 1.49

Volume 4      Issue No. 2              ASIA Pacific Higher Education Research Journal 47
48
Appendix C

General Level of Social Science


The Proposed Teacher Burnout Intervention Program (TBIP)

Teachers Burnout in the Selected


State Universities in the NCR THE PROPOSED TEACHER BURNOUT INTERVENTION
Factors of
Burnout PROGRAM
Mean Interpre- Objectives Methods / Strategies / Activities / Time Frame Clientele Characteristics of
Score in Highly Performing
the TBl tation Training / Workshop / Program Social Science
Teachers

A. Job
Assignment
Component 42.25 AVERAGE Factors
1 Level of - the task
Reduced Burnout performed by the
Self- Social Science
teachers in the
Efficacy
selected State
N=54 Universities which
caused heating up,
boiling and
eventually
exploding to
burnout.
Component 26.39 AVERAGE 1. Voluminous / System / TRAININGS
2 Level of endless paper Administration
Exhaustion Burnout work Effective Time Management Training Beginning of Social Spending
N=54 / Urgent reports To help the semester Science time wisely
/ time pressure teachers Suggested topics to be discussed: teachers,
in meeting especially the Heads, Well-planned
deadlines (e.g. Social • Record and Analyze your Time Administrators life style
submission of Science • Effective Use of Time Invited
grades, teachers to • Delegate resource
evaluation better utilize • Running an Effective Meeting person/
Component 17.12 AVERAGE forms, etc. time • Plan your Time facilitator
3 Level of
Record And Analyze What Did You Do Yesterday?

ASIA Pacific Higher Education Research Journal              Volume 4   


Pessimism Burnout
and 1. Take a piece of paper (diary, planner or
Negativity spreadsheet).
Towards 2. Divide your working day into half hour intervals
(include travelling time & breaks).
Others and
3. For each half hour interval indicate the activity you
Work where involved in.

 Issue No. 2
N=54 4. Highlight in:
o Red activities not helpful in meeting your
objectives.
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50 ASIA Pacific Higher Education Research Journal              Volume 4     Issue No. 2
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56 ASIA Pacific Higher Education Research Journal              Volume 4     Issue No. 2
Volume 4      Issue No. 2              ASIA Pacific Higher Education Research Journal 57
58 ASIA Pacific Higher Education Research Journal              Volume 4     Issue No. 2
Volume 4      Issue No. 2              ASIA Pacific Higher Education Research Journal 59
60 ASIA Pacific Higher Education Research Journal              Volume 4     Issue No. 2
Volume 4      Issue No. 2              ASIA Pacific Higher Education Research Journal 61
62 ASIA Pacific Higher Education Research Journal              Volume 4     Issue No. 2
repair and maintenance of university
facilities
Factors of Objectives Methods / Strategies / Activities / Time Frame Clientele Characteristics of
Highly Performing
Burnout Training / Workshop / Program Social Science

Volume 4    
Teachers
E. Out-of-School
Related
Factors
- refer to outside or
beyond the school
factors that the Social
Science teacher
respondents
experienced like
personal, family,
health and social
obligations.
1. Health System / PROGRAM
problems Administration
Health and Wellness Program
Reduce Whole Year Administrator Frequent and
lifestyles- Suggested topics to be discussed: Round s regular
related Department physical
diseases like 1. Physical Activity and Fitness Heads exercise
hypertension, Social boost the
stroke, heart  Types of exercise like Science immune
diseases, - flexibility exercise (stretching, improve the teachers, system and
osteoporosis, range of motion of muscles and joints) Co- helps prevent
asthma, - aerobics exercise (cycling, swimming, teachers diseases
depression, jumping rope, running, hiking, playing Invited such as heart
back pain tennis, focus on increasing cardiovascular resource disease,
and other endurance) person cardiovascula
disabilities - anaerobic exercise (such as weight r disease,
training, functional training, sprinting, diabetes and
increase short-term muscle strength) obesity

 Benefits of exercise on Improve or


cardiovascular system, immune system maintain
brain function, sleep, etc. positive self-
esteem can
 Effects of excessive exercise even

 Issue No. 2              ASIA Pacific Higher Education Research Journal


augment an
individual’s

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 Exercise trends sex appeal
or body
image
 Sample Routine Exercise

Monday: Cardio 20- Tuesday:


30 minutes
Stationary Bike Total Body Strength
- device with saddle, Equipment Needed
pedals, and some form - Light dumbbells, an
of handlebars arranged exercise ball or chair
as on a bicycle and a mat.
Wednesday: Thursday:
Rest or gentle yoga / Walking Workout
stretching Walk at least 5 days a
week, even if some
Sample of Stretching days you must
Joint Rotations decrease your time, in
Arm Swings order to build your new
Leg Swings healthy habit. Increase
Lunges etc. the time you spend
walking each week
before working on
speed.
Friday: Saturday:
Total Body Strength Elliptical Workout
-by the elliptical
Equipment Needed machine you can work
- Light dumbbells, an your body in a variety
exercise ball or chair of ways. By pedaling
and a mat. forward, you work your
quads more; going
backward targets the
hamstrings and booty.
Focus on pushing the
handles to focus on
your chest, and pulling
will work your upper
back. And letting go of

ASIA Pacific Higher Education Research Journal              Volume 4   


the handles while
keeping your pace
steady is a great way to
challenge your core
stability.

 Issue No. 2
2. Proper Nutrition

Volume 4    
A. Health Eating Guide

 Taste and Flavor


fats & oils 6-8tps,
sweets 5-8tps

 Grow Foods
dairy 1 glass, seafoods,
meat & poultry, dried beans,
nuts & eggs 3-4 servings

 Glow Foods
vegetables 3 servings,
fruits 2-3 servings

 Go Foods
rice, corn, root crops, bread, noodles
5-8 servings

 Drink Water
water & beverages, 8-10 servings

 Exercise

B. Health Diet
Day 1 All Fruits: Except Banana
Suggestion; Consume lots of Melon
Watermelon & Loupe
Day 2 All Vegetables
All Raw or Cooked Vegetables
of your choice. Start a day with a
large baked potato for breakfast
Day 3 A Mixture of Fruits and Vegetables
of your choice. Any amount, any

 Issue No. 2              ASIA Pacific Higher Education Research Journal


quantity. No bananas and potatoes
Day 4 Banana and Milk

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8 Bananas & 3 glasses of milk
Day 5 Beef and Tomatoes
10 oz portions of lean beef
Hamburger is OK combine with 6
whole tomatoes, increase water
intake
Day 6 Beef and Vegetables
Eat to your heart contents
Day 7 Brown rice, fruit juice
All vegetables you care to consume

*Adopted from the Daily Nutritional Guide Pyramid of the Food and
Nutrition Research Institute

Other Strategies:

1. The administration can also send a memo


or message about the importance of health
and healthful living

2. Provide for a flexible work hours that help


staff to be more physically active

3. Encourage the teachers to take the stairs

4. Buy healthy foods for meetings instead of


junk foods

Health problems Individual ACTIVITIES

Learn ways 1. Breathing Exercise Daily Social Proper health


on how to Science care
take care for  Sit comfortably with straighten lack and feet teachers,
self flat on the floor, preferably with closed eyes Co-
teachers
 Breath deeply by inhaling through the nose
and slowly exhaling through the mouth

ASIA Pacific Higher Education Research Journal              Volume 4   


 Increase inhaling of air by holding few
seconds and exhale slowly

 Issue No. 2
 Repeat the exercise in 8 sets with 3
repetitions or:
 Closing one’s eyes; counting backwards
from ten to one; inhaling while saying to

Volume 4    
oneself,
“I am…,” and exhaling while saying “…calm
and relaxed.”
2. Family System / ACTIVITIES
problems (e.g. Administration
affairs, and Individual
finances, roles
as husbands, Understand “Who Decides” As the need Social Every
wife, etc.) that family arises Science member of
has Procedure teachers the family has
significant a role and
role in our life 1. Fill in “Who Decides” column with the name task to be
of the person in your family who makes done to solve
decision. family
2. Indicate in the second column the person in problems
your family who you think should make the
decision.
3. Then, analyze and make a report

Who Decides? The person in the


family who do you
think should make the
decision
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

3.Personal System / ACTIVITY


problems Administration
(e.g. Individual “Pig in the Pen” As the need Social Confidence to
relationships) arises Science handle
Develop Procedure teachers personal
positive Co- problems

 Issue No. 2              ASIA Pacific Higher Education Research Journal


attitude in 1. The teachers will be group; one will act as teachers
problem the pig while the other teachers are the

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solving hunters.
Learn to 2. The pen is formed by other teachers by
accept joining hands
challenges as 3. The pig tries to force his / her way out of the
part of the pen by stepping over, crawling under, or
daily living breaking through his / her hunters’ arms
struggles 4. The hunters keep their hands joined and
moved their bodies back and forth to prevent
the pig to escape
5. The hunters must not directly hold their
captive
6. When the pig finally escapes, the hunters
pursue him. The first hunter to make the tag
becomes the new pig and the game starts
again

 The facilitator will ask the teachers the


following:

1. How do you feel when you were the pig


and you were pursued by the hunters?
2. Is there a feeling of anxiety as you were
being chased?
3. What were the decisions that you
thought about in order to be freed from
the hunter’s captivity?

 They will be asked also to write their


responses on the chart or board and
classify them into positive or negative. They
will encourage openness in all aspects of
the discussion.

Positive Negative

ASIA Pacific Higher Education Research Journal              Volume 4   


 Then the facilitator will discuss to a group of
teachers about a very effective way to solve

 Issue No. 2
personal problems.
 The group of teachers will answer the
following questions in a sheet of paper.
1. What do I usually do each time I

Volume 4    
encounter personal problems which
are sometime too difficult to handle?

2. To whom do I confide my problems?

Other Strategies:

1. Admit you need help: there is no shame in


seeking professional help

2. Keep communicating.
3. Look at the problem in different point of
view to come up with possible solutions

4. Adapt a more positive outlook in life

5. Pray and ask the guidance from the Holy


Spirit / reading the Bible, going to church
and attending religious meetings or Bible
studies

6. Ask advice from others who have similar


problems to know how they deal with it.
Social Individual STRATEGY
Obligations
Connect with a cause or a community
(in the Develop As often as Social Acceptance
group
community, in better possible Science and
the church) community teachers cooperation
relationship  Joining a religious, social or support group across the
can give you a place to talk to like-minded school
people about how to deal with burnout – community
and to make new friends. If your line of
work has a professional association, you
can attend meetings and interact with

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others copings the same workplace
demands

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