Authors

Anjielyn M. Abucay
Cebu Technological University
Cebu City, Cebu, Philippines
Email: abucay.anjielyn@deped.gov.ph

Miraflor D. Amistad
Cebu Technological University
Cebu City, Cebu, Philippines
Email: amistad.miraflor@deped.gov.ph

Jay M. Baticuang
Cebu Technological University
Cebu City, Cebu, Philippines
Email: jay.baticuang@deped.gov.ph

Michelle A. Baticuang
Cebu Technological University
Cebu City, Cebu, Philippines
Email: michelle.baticuang@deped.gov.ph

Fatima R. Tundag*
Cebu Technological University
Cebu City, Cebu, Philippines
Email: fatima.tundag001@deped.gov.ph

Lilibeth C. Pinili
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines
Email: lilibeth.pinili@ctu.edu.ph

Reylan G. Capuno, Ph.D., Dev.Ed.D.
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines

Limuel J. Abelgas, Dev.Ed.D.
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines

Ann Frances P. Cabigon
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines
Email: annfrances.cabigon@ctu.edu.ph

Marjorie B. Añero
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines
Email: marjorie.anero@ctu.edu.ph

Abstract

Attitudes towards delivering quality education may help teachers better manage stress, whereas negative attitudes may lead to increased burnout. Thus, teachers who work in a self-contained classroom with students with difficulty in learning and other kinds of academic problems will be a teachers’ great challenge that can lead to stress and burnout. This study utilized a quantitative research method that aims to assessed the relationship between teachers’ attitudes and burnout in self-contained classroom settings selected schools in Lapu-Lapu City Division during the school year 2025–2026.  Moreover, purposive sampling was used to identify the 38 respondents of the study. The results revealed that the level of teachers’ attitudes toward teaching in self-contained classrooms respondents is “Positive” exhibits that the teachers showed a high level of agreement about their feelings and views toward working in self-contained classrooms. In addition, with regards to level of the burn-out experiences among the teachers revealed a “High” level, thus, the teachers showed high agreeing with the statements about their feelings of burnout, including emotional tiredness, detachment from their work, and sense of personal accomplishment.   Moreover, there is a weak negligible correlation between the level of teachers’ attitudes towards self-contained classroom and level of burnout experiences among teachers. Thus, it is recommended that a strategic intervention plan through Project BALANCE – Burnout Alleviation through Lifelong Awareness, Nurturing, and Care for Educators may be implemented through a continuous support from the administration and stakeholders.

Keywords: Burnout experiences, self-contained classroom, teachers’ attitude, and Division of Lapu Lapu City

*Corresponding author

DOI: http://doi.org/10.69651/PIJHSS0404610

Recommended citation:

Abucay, A. M., Amistad, M. D., Baticuang, J. M., Baticuang, M. A., Tundag, F. R., Pinili, L. C., Capuno, R. G., Abelgas, L. J., Cabigon, A. F. P., & Añero, M. B. (2025). Exploring the relationship between teachers’ attitudes and burnout in self-contained classroom settings. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 6632-6645. http://doi.org/10.69651/PIJHSS0404610

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