BURNOUT AND ACADEMIC OPTIMISM AMONG PUBLIC ELEMENTARY SCHOOL TEACHERS: THE MEDIATING ROLE OF GRIT

<p>This study examined the mediating effect of grit on the relationship between burnout and academic optimism among public elementary school teachers using a descriptive-correlational research design. A validated survey instrument was administered to respondents selected through stratified random sampling. Descriptive statistics, particularly the mean, were used to determine levels of burnout, grit, and academic optimism, while inferential statistics such as Pearson’s r and the Sobel test assessed relationships and mediation effects. Results showed that burnout levels were generally low, with personal accomplishment as the most dominant indicator. Academic optimism was very high, characterized by strong collective efficacy, faculty trust, and academic emphasis. Teachers also demonstrated very high levels of grit, reflecting perseverance and resilience. Correlation analysis revealed a very weak negative relationship between burnout and academic optimism, suggesting that burnout had minimal impact on teachers’ positive perceptions of student success. Furthermore, grit did not significantly mediate the relationship between burnout and academic optimism. The study contributes to the literature on teacher well-being and underscores the need for programs that cultivate resilience and grit among educators, particularly in resource-limited educational settings.</p><p><strong>SDG Indicator</strong>: <strong>#4</strong> (Quality Education).</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0809/a.php" alt="Hit counter" /></p>