Job burnout, satisfaction, and performance among teachers in a Technical-Vocational College

Abstract

This survey-correlational study aimed to determine the relationships among job burnout, satisfaction, and performance among teachers in a technical-vocational college. Differences in these variables based on teachers' demographic profile in terms of sex, age, educational attainment, and teaching experience were also determined. The study adopted a survey correlational design with a modified questionnaire distributed via the Question Star platform to collect data from 136 randomly selected teachers from a population of 206. Data were analyzed using descriptive and inferential statistical tests. Results showed that significant differences in job burnout exist by age and teaching experience, with teachers aged 40 and above experiencing higher level of burnout. Educational attainment and teaching experience affected job satisfaction, particularly in terms of recognition and advancement. Age affected job performance in terms of personal factors, with younger teachers performing better. Additionally, there were significant and negative relationships between job burnout and job satisfaction; and job burnout and job performance. Meanwhile, job satisfaction was positively correlated with job performance and such relationship was found to be significant. Based on these findings, recommendations are made for the teachers, students, school administrators, policymakers, the Ministry of Education, and future researchers to address burnout, enhance satisfaction, and improve performance.