Exploring Self-Efficacy, Burnout and Job Commitment of Elementary Teachers in the Work Environment

Jenny Rose P. Dalmacion; Edward C. Jimenez; Sonny N. De Guzman

doi:10.55927/eajmr.v5i5.96

Authors

Jenny Rose P. Dalmacion La Consolacion University Philippines
Edward C. Jimenez La Consolacion University Philippines
Sonny N. De Guzman Mabalacat City College

DOI:

https://doi.org/10.55927/eajmr.v5i5.96

Keywords:

Self-Efficacy, Burnout, Job Commitment

Abstract

This study aimed to explore the interplay of self-efficacy, burnout, and job commitment among public elementary teachers in the School Division of Pampanga, framed by the JD-R model. Thematic analysis of phenomenological data yielded six major themes—each with two subthemes—capturing teachers lived experiences, perceptions, coping strategies, and resilience in navigating job demands and resources. The results are as follows: (1) journey of self-discovery and growth, (a) passion for teaching and commitment and (b) challenges and growth through experience; (2) impact of teacher self-efficacy on classroom management, (a) fostering positive relationships and community engagement, and (b) enhancing classroom environment and engagement; (3) understanding and mitigating burnout, (a) sources and impact of burnout, and (b) coping strategies and prevention of burnout; (4) commitment to teaching and its transformative impact, (a) passion for education, and (b) professional values and fulfilment; (5) confidence in teaching and professional development, (a) factors contributing to confidence, and (b) challenges and self-reflection; and (6) maintaining focus and confidence, (a) overcoming challenges and seeking support, and (b) impact of administrative tasks.

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