Emotional Exhaustion and School Environment on The Work Ethics of Rural Teachers

Julius B. Dela Cruz MAED.¹, James L. Paglinawan, PhD.²
¹Teacher II, Department of Education, Philippines
²Professor, College of Teacher Education, Central, Mindanao University, Philippines
DOI – http://doi.org/10.37502/IJSMR.2024.71119

Abstract

This study investigated the emotional exhaustion of teachers in rural areas and the relationship of this to their work ethics and school environment. Emotional exhaustion, due to its negative impact on performance and general wellness, has become a prime concern for service providers, especially teachers in under-resourced rural schools. This study utilized a descriptive-correlational methodology and a questionnaire survey to determine the levels of emotional exhaustion in three dimensions: emotional drainage, overextension, and lack of motivation. It also assessed the school environment based on supportive leadership, collegial relationships, and available resources.

Results revealed moderate levels of emotional draining and lack of motivation, while a high scale of overextension among teachers. The school environment was perceived to be positive with strong collegial relationships and supportive leadership contributing towards a favorable atmosphere. The correlation analyses showed a significant association between the factors of work ethics and emotional exhaustion; of these, emotional drainage displayed the highest correlation. Finally, supportive leadership and collegial relationships moderated the influence of emotional exhaustion on teachers’ work ethics.

These results underscored the vital need for policies and practices that fostered teacher welfare through better school environments, professional development opportunities, and political support. Eradicating emotional exhaustion is not only beneficial for teacher retention but also guarantees the delivery of optimal quality education in rural schools. The study pointed out the need to cultivate an encouraging-friendly learning environment to help counteract the issues of rural school educators, leading to a better-resilient teaching force and engagement and achievement of students.

Keywords: Emotional, Exhaustion, School Environment, Work Ethics

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