Rothcelean T. Alcantara, Ma. Leneth D. Enoc, Erica F. Gales, Regine C. Muring, and Rica Jane B. Patricio (Authors)
Abstract
The main thrust of this study is to assess the impact of teachers’ burnout on classroom climate in elementary grades, for the School Year 2023-2024. Specifically, this study sought to describe the profile of the respondents in terms of sex, age, years of teaching experience, position, and seek for answers of what extent of teacher’s burnout based on their experience, level of classroom climate in elementary grades as perceived by the teachers, significant correlation between teacher’s burnout and classroom climate, enrichment program can be proposed on the findings of the study. The researcher employed a descripted-correlational design. Researchers concluded that there was no significant correlation between teacher’s burnout on classroom climate, thus, the null hypothesis is accepted. While it is often believed that the teachers must learn to adjust to the day-to-day demands of the job as they arise. It is recommended that learners explore various learning styles and techniques in studying and enhance their understanding and retention of information. The administrators should be cognizant that it is necessary that teachers require the proper training and resources to handle stress in order to prevent burnout, so they do not become overloaded with the work that is being asked of them. To the future researchers we urged to look into relevant studies in the future in order to obtain important information for evaluating the effects of teacher burnout.
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Keywords: Teacher’s Burnout, Classroom Climate