stdClass Object
(
    [id] => 17338
    [paper_index] => 202508-01-023682
    [title] => TEACHER BURNOUT AND ITS RELATIONSHIP WITH CLASSROOM MANAGEMENT TECHNIQUES IN DOLORES CENTRAL ELEMENTARY SCHOOL
    [description] => 
    [author] => Analyn M. Balois, Ma. Angiefel L. Afable, Margie L. Bagual, Jessica T. Camacho, Aimee M. Ladic, Aimae B. Orale, Angeli A. Coneras, Jessa V. Peñaranda, Nelynda Ladisla, Emeron R. Moscosa, Janice Dyan G. Quilona
    [googlescholar] => 
    [doi] => 
    [year] => 2025
    [month] => August
    [volume] => 11
    [issue] => 8
    [file] => fm/jpanel/upload/2025/August/202508-01-023682.pdf
    [abstract] => This study investigated the relationship between teacher burnout and classroom management techniques among teachers of Dolores Central Elementary School during the School Year 2024–2025. Guided by the Maslach Burnout Inventory (MBI) and the Classroom Management Strategies Questionnaire (CMSQ), the research aimed to: (1) determine the level of teacher burnout in terms of emotional exhaustion, depersonalization, and personal accomplishment; (2) identify the commonly employed classroom management techniques in terms of preventive, supportive, and corrective strategies; and (3) examine the relationship between teacher burnout levels and classroom management techniques. A descriptive-correlational research design was employed, involving all 35 teachers as respondents, selected through total enumeration sampling. Findings revealed that teachers experienced a moderate level of emotional exhaustion and low depersonalization, while their sense of personal accomplishment remained high. Preventive and supportive strategies were the most frequently utilized classroom management techniques, whereas corrective strategies were applied less often. Statistical analysis using Pearson’s correlation indicated a significant negative relationship between emotional exhaustion and the use of preventive and supportive strategies, implying that higher burnout levels may limit the application of positive classroom management practices. Conversely, no significant relationship was found between depersonalization and corrective strategies. The study fills a gap in the local context, as no prior research in Eastern Samar has explicitly examined the interplay between teacher burnout and classroom management techniques. It underscores the need for targeted interventions, such as mental health support programs, workload adjustments, and professional development in classroom management, to sustain both teacher well-being and instructional quality.
    [keywords] => Teacher Burnout, Classroom Management Techniques, Emotional Exhaustion, Depersonalization, Personal Accomplishment, Preventive Strategies, Supportive Strategies, Corrective Strategies, Eastern Samar
    [doj] => 2025-08-19
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 57
    [journal_id] => 1
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Multidisciplinary Research (IJMR)
    [short_code] => IJMR
    [eissn] =>  2455-3662 (Online)
    [pissn] => - --
    [home_page_wrapper] => images/products_image/11.IJMR.png
)
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