Teachers' Burnout and Students' Learning Outcomes in Mathematics
DOI:
https://doi.org/10.5281/zenodo.21104651Keywords:
Instructional Assessment, Instructional Delivery, Instructional Design, Learning Outcomes, Mathematics Performance, Mean Percentage Score, Teacher BurnoutAbstract
Teacher burnout has become a significant concern in education due to its potential impact on instructional quality and student learning outcomes. Although previous studies have examined burnout and academic achievement separately, limited empirical evidence exists on their relationship within mathematics education in localized school contexts. This study examined the relationship between teachers’ burnout and students’ performance in mathematics to provide empirical evidence for improving teacher well-being and student achievement. Specifically, it determined the extent of teacher burnout in terms of instructional design, instructional delivery, and instructional assessment; assessed students’ performance using their Mean Percentage Score (MPS); and identified the significant relationship between the variables. The study employed a descriptive-correlational research design and involved 30 mathematics teachers from Zamboanga City High School–Main. Data were gathered using a researcher-made questionnaire and official school records. Descriptive statistics such as mean and standard deviation were used, while Pearson Product-Moment Correlation was applied to test the relationship between variables. Results revealed that teachers experienced a very low extent of burnout across all dimensions, indicating minimal emotional exhaustion and effective management of instructional responsibilities. Students obtained a very satisfactory level of performance in mathematics, with a Mean Percentage Score of 89.90. Furthermore, Pearson correlation analysis revealed a significant negative relationship between teacher burnout and student performance (r=-0.368, p=0.046), indicating that higher levels of burnout were associated with lower student achievement in mathematics. Although the relationship was weak to moderate, it highlighted the importance of teacher well-being in influencing learning outcomes. The findings emphasized the need to sustain teacher support systems and wellness programs to maintain effective instruction and improve student achievement. Future research may explore additional factors such as student motivation, teaching strategies, and classroom environment to further explain variations in mathematics performance.
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