Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 19 no. 4 (2024)

Organizational Commitment and Teacher Burnout Assessment: Inputs to Self-Leadership Enhancement Program Development

Concepcion De Rueda

Discipline: Education

 

Abstract:

Employees frequently confront significant challenges in today's fast-paced, demanding work situations, which can result in burnout and decreased commitment. Organizations are becoming more interested in creating efficient interventions to lessen the impact of burnout as they become aware of its negative consequences on employee performance and well-being. With the ultimate goal of guiding the design of a self-leadership program to improve employee well-being and generate more significant levels of commitment, this research seeks to explore the relationship between burnout and commitment. This study employed correlational research to assess the burnout and level of commitment of the teachers of Gapan South Central School. The findings revealed that the Normative Commitment of the respondents was identified as High, with a mean of X?= 33.06. The Affective Commitment with a mean of X?= 32.08 was interpreted as High, and lastly, the Continuance Commitment was interpreted as High with a mean of X?= 28.18. In terms of the Burnout level of the respondents, it has been shown that most of the respondents have a moderate level of emotional exhaustion with a mean of X?= 24.53 and a low level of Depersonalization with a mean of X?= 7.34 furthermore, in the Personal Accomplishment Subscale which is scored inversely has a mean of X?=34.64 which can be interpreted as having high burnout. The findings indicate a significant and moderate positive correlation between Emotional Exhaustion and Depersonalization (r = .550, p < 0.01). It also showed a low correlation with burnout related to Personal Accomplishment (r = .231, p = 0.005). Emotional Exhaustion demonstrates a significant moderate negative relationship with Affective Commitment (r = -.409, p < 0.01) and a low negative relationship with Normative Commitment (r = -.377, p < 0.01). This implies that increased emotional exhaustion corresponds to a decrease in the respondents' affective and normative commitment. Depersonalization shows a low significant positive relationship between Personal Accomplishment (r = .267, p = 0.05). This implies that as depersonalization decreases, the stress associated with personal accomplishment also decreases. A moderately negative relationship was identified between depersonalization and Affective Commitment (r = -.430, p < 0.01), together with Normative Commitment (r = -.391, p < 0.01). This suggests that an increase in depersonalization corresponds to a decrease in affective and normative commitment. The findings from this research contributed to developing a tailored self-leadership program aimed at preventing and managing burnout while simultaneously enhancing employees' commitment to their organizations. Equipping individuals with self-leadership strategies will empower teachers to take proactive measures to mitigate burnout and strengthen their commitment to their work and organization. Ultimately, this research aims to inform organizational leaders, human resource professionals, and practitioners that burnout and commitment are related to each other. By designing an evidence-based self-leadership program, organizations can proactively address burnout-related issues, cultivate a healthier work environment, and promote the well-being and commitment of their employees.



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