Burnout and Coping Mechanisms among Teachers in Inclusive Classrooms

Abstract

This study examined the extent of burnout and coping mechanisms among teachers in inclusive classrooms at Canduman National High School, Mandaue City. Using a descriptive-correlational research design, data were collected from 30 teachers through a structured survey. Descriptive statistics were used to analyze respondents’ demographic profiles, burnout levels, and coping strategies, while Pearson’s correlation coefficient determined the relationship between burnout and coping mechanisms. Results revealed that teachers generally experienced moderate to high levels of burnout, primarily due to overwhelming workloads, noisy classrooms, and student misbehavior. The effects of burnout were observed as exhaustion, frustration, and feeling overwhelmed, though most teachers remained resilient and committed to their roles. In terms of coping, respondents often employed adaptive strategies such as time management, social support, and relaxation activities, while maladaptive strategies (e.g., substance use, smoking) were rarely practiced. Findings further showed that general burnout levels did not significantly influence coping strategies; however, the effects of burnout were significantly related to coping behaviors, suggesting that teachers adopt coping strategies more actively when burnout manifests in physical or emotional symptoms. Based on the result, a teacher’s wellness and stress management program was proposed to enhance teachers’ professional satisfaction, sustain their motivation, and improve classroom effectiveness The study underscores the importance of proactive stress management, institutional support, and wellness programs to sustain teacher well-being and effectiveness in inclusive classrooms.