Authors :
Juravic T. Abenoja; Maedel Joy Ventura-Escote
Volume/Issue :
Volume 9 - 2024, Issue 7 - July
Google Scholar :
https://tinyurl.com/26d2x7vu
Scribd :
https://tinyurl.com/yc2y48uk
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24JUL736
Abstract :
This qualitative phenomenological
investigation delves deeply into the intricate experiences
of stress and burnout among elementary school educators
within the educational context of Tagum City, with a
focused exploration of Mangga Elementary School, San
Isidro Elementary School, and Visayan Village Central
Elementary School. Through rigorous in-depth
interviews, this study unveils a multifaceted tapestry of
challenges, including the demanding responsibilities of
classroom management, administrative burdens, and the
pervasive influence of societal expectations. The findings
reveal a spectrum of coping mechanisms adopted by
teachers, ranging from drawing on spiritual resilience to
fostering supportive networks among colleagues. In light
of these findings, scholarly discourse emphasizes the
critical need for structured support systems, resource
allocation for stress alleviation, and the integration of
mindfulness practices into professional development
initiatives. These recommendations seek to cultivate a
culture of resilience and empowerment, nurturing a
sustainable educational environment conducive to the
holistic well-being and professional efficacy of elementary
educators in Tagum City.
Keywords :
Stress, Burnout, Narratives, Coping Mechanisms, Elementary Teachers, Phenomenological Research.
References :
- Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2022, August 27). Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review. International Journal of Environmental Research and Public Health, 19(17), 10706.https://doi.org/10.3390/ijerph191710706
- Johnson, B., Down, B., Cornu, R. L., Peters, J., Sullivan, A., Pearce, J., & Hunter, J. (2014). Promoting early career teacher resilience: a framework for understanding and acting. Teachers and Teaching, 20(5), 530–546. https://doi.org/10.1080/13540602.2014.937957
- Kutsyuruba, B., Walker, K. D., Stasel, R. S., & Makhamreh, M. A. (2019). Developing resilience and promoting well-being in early career teaching. Canadian Journal of Education/Revue canadienne de l'éducation, 42(1), 285-321.
- Richards, K. a. R., Hemphill, M. A., & Templin, T. J. (2018). Personal and contextual factors related to teachers’ experience with stress and burnout. Teachers and Teaching: Theory and Practice, 24(7), 768–787. https://doi.org/10.1080/13540602.2018.1476337
- Terrazola, V. E. (2018). DepEd, DOH to Address Teacher Suicides. Manila Bulletin.
This qualitative phenomenological
investigation delves deeply into the intricate experiences
of stress and burnout among elementary school educators
within the educational context of Tagum City, with a
focused exploration of Mangga Elementary School, San
Isidro Elementary School, and Visayan Village Central
Elementary School. Through rigorous in-depth
interviews, this study unveils a multifaceted tapestry of
challenges, including the demanding responsibilities of
classroom management, administrative burdens, and the
pervasive influence of societal expectations. The findings
reveal a spectrum of coping mechanisms adopted by
teachers, ranging from drawing on spiritual resilience to
fostering supportive networks among colleagues. In light
of these findings, scholarly discourse emphasizes the
critical need for structured support systems, resource
allocation for stress alleviation, and the integration of
mindfulness practices into professional development
initiatives. These recommendations seek to cultivate a
culture of resilience and empowerment, nurturing a
sustainable educational environment conducive to the
holistic well-being and professional efficacy of elementary
educators in Tagum City.
Keywords :
Stress, Burnout, Narratives, Coping Mechanisms, Elementary Teachers, Phenomenological Research.
