Pampanga — A 2026 study by Jenny Rose P. Dalmacion and Edward C. Jimenez from La Consolacion University Philippines, along with Sonny N. De Guzman from Mabalacat City College, reveals that teachers’ self-efficacy plays a crucial role in managing burnout and maintaining job commitment. Published in the East Asian Journal of Multidisciplinary Research, the study explores real-life experiences of public elementary teachers in the Philippines.
The research comes at a critical time when teacher burnout is rising globally, especially in the post-pandemic era. In the Philippines, teachers face heavy workloads, including administrative tasks and unpaid preparation time, contributing to widespread stress.
Using a qualitative phenomenological approach, the researchers analyzed teachers’ lived experiences in Pampanga. The study captures how educators navigate daily challenges, emotional demands, and professional responsibilities.
Findings show that teaching is often described as an emotional “rollercoaster,” marked by moments of success when students learn, and frustration when facing difficult classroom situations.
Self-efficacy emerged as a key factor in shaping positive classroom environments. Teachers with strong confidence in their abilities are more effective in classroom management, student engagement, and building relationships with parents and communities.
Despite this, burnout remains a significant issue. Heavy workloads, administrative responsibilities, and extracurricular duties contribute to emotional exhaustion and stress among teachers.
To cope, teachers rely on self-care strategies such as exercise, proper rest, and seeking support from colleagues. These practices help them maintain balance and sustain motivation.
The study also highlights that teacher commitment is deeply rooted in passion and a sense of purpose. Many educators view teaching as a mission rather than just a job, driven by their desire to impact students’ lives.
However, excessive administrative tasks pose a major challenge, often shifting focus away from teaching and affecting teachers’ confidence.
Edward C. Jimenez emphasizes that self-efficacy acts as a psychological buffer, helping teachers manage stress and remain committed despite workplace challenges.
The findings suggest that improving teacher well-being should be a priority. Reducing administrative burdens, enhancing professional development, and fostering supportive work environments can help sustain teacher performance and education quality.
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