BURNOUT AND WORKPLACE CONFLICTS: A FACULTY'S PERSPECTIVE FROM SANTIAGO CITY HIGHER EDUCATION INSTITUTIONS

Abstract

Background Job burnout happens when a person is unable to satisfy constant job demands, is emotionally exhausted, or feels overwhelmed. Several factors contribute to burnout, including job-related stress, a heavy workload, an uncomfortable work environment, and insufficient organizational support. The study sought to understand educator views on burnout and workplace problems, as well as their relationship to demographic characteristics.

Method: The study utilized a descriptive cross-sectional quantitative research design to determine the perspective of 183 full-time faculty on burnout and workplace conflicts at Higher Education Institutions of Santiago City.

Findings: The study found out that faculty somewhat disagrees with the perceptions on burnout and workplace conflicts in terms of burnout syndrome, workplace conflicts, and burnout due to conflicts. Furthermore, results revealed that there is a significant relationship between the three categories and sex

Recommendation: The study encouraged increasing pleasant connections between faculty and clients and students, as well as encouraging collaboration and teamwork when assigning duties. Also, appropriately manage the workload, prioritize duties, and recognize and appreciate the achievements of educators.