PATH ANALYSIS OF BURNOUT AMONG TEACHERS ON THE RELATIONSHIP BETWEEN TEACHING SATISFACTION, TEACHING SKILLS, AND TEACHING PERFORMANCE

Abstract

This study explored the interrelationships among teaching satisfaction, teaching skills, and teaching performance in relation to burnout among teachers, utilizing path analysis. The research aimed to assess teachers' satisfaction across three key areas: income, work relationships, and work conditions. It also examined the extent of their teaching skills in instructional planning, delivery, and assessment, as well as their performance in classroom management, subject mastery, and communication skills. Additionally, burnout was measured across three dimensions: emotional exhaustion, personal accomplishments, and depersonalization. A quantitative research design was employed, with data collected through validated questionnaires, administered to a sample of 300 teachers using simple random sampling. Descriptive statistics, Pearson’s r correlation, multiple regression, and Structural Equation Modeling (SEM) were used for data analysis. The findings revealed that teachers were generally satisfied with their income, work relationships, and work conditions, and demonstrated strong teaching skills and effective performance in classroom management, subject mastery, and communication. However, moderate burnout, particularly emotional exhaustion and depersonalization, was reported, with teachers feeling drained and emotionally detached at times. No significant correlations were found between teaching satisfaction, skills, and performance with burnout, indicating that external factors such as workload and support might have a more substantial influence on burnout. Additionally, the hypothesized models did not adequately explain variations in burnout levels, suggesting that more comprehensive models, incorporating external factors, are needed to fully understand the dynamics of teacher burnout.