Teachers' Work Burnout, Social Support, and Resilience Amidst Covid-19 Pandemic

Abstract

This study investigated the relationship between teachers' work burnout, perceived social support, and resilience during the COVID-19 pandemic. A descriptive-correlational research design was employed through a survey questionnaire administered to 124 teachers in Tago 3 District, Division of Surigao del Sur. Descriptive statistics and Pearson’s Correlation Test were used for data analysis. The findings revealed that teachers generally exhibited low levels of emotional exhaustion and depersonalization, while their sense of personal accomplishment was high. High levels of perceived social support were reported across family, significant others, and friends, signifying strong external resources for emotional and practical support. The resilience level among teachers was normal. A weak, negative correlation was found between work burnout and social support, suggesting that increased social support is associated with reduced burnout, though other factors also contribute. A moderate, positive correlation was observed between work burnout and resilience, indicating that even resilient teachers may experience elevated burnout due to pandemic- related pressures and demands. The study concludes that strong social support networks serve as protective factors against burnout, and enhancing resilience is crucial for effective coping and adaptation to life’s challenges. It is recommended that schools foster positive and safe workplaces and implement programs to strengthen peer support, collaboration, and teacher resilience.