Because of its detrimental consequences on student performance, job satisfaction, and teacher effectiveness, burnout among educators has grown to be a serious concern. Using psychological well-being as a mediating variable, this study examines the connection between academic workload and teacher burnout. Data on teaching hours, topic preparation, and non-teaching responsibilities were gathered from thirty-eight (38) private school teachers in Bacoor, Cavite, using a descriptive-quantitative research design. Results show that teacher workload does not significantly predict burnout (p < 0.05), while psychological well-being was found to be a significant predictor of burnout (β = 0.326, p = 0.023). These findings support Maslach’s Burnout Theory (1998) and Ryff’s Psychological Well-Being Model (1989), which contend that emotional well-being has a greater impact on burnout than workload alone. The study advocates systemic changes in teacher support programs, emphasizing that improving psychological well-being is a more effective technique for reducing burnout than workload reduction alone.
Sherilyn Ann A. Ambion (Fri,) studied this question.