Teacher’s Workload and Behavioral Management Practices on Professional Burnout of Teachers in Malaybalay City

This study investigated the relationship between workload management, behavioral management, and professional burnout among teachers in Malaybalay City in the School Year 2024-2025. Specifically, it aimed to: assess teachers’ workload management in terms of preparing instructional materials, handling classes, conducting consultations, checking outputs and computing grades, and submission of academic reports; determine the level of behavioral management in terms of: democratic, assertive, preventive, and intervention approach; and identify the level of professional burnout in terms of: emotional exhaustion, depersonalization, and lack of personal fulfillment. It also examined the relationship between professional burnout and both workload and behavioral management, and identified which variables best predict professional burnout. A descriptive-correlational research design was employed using an adapted questionnaire. Descriptive statistics were used to assess levels of workload management, behavioral management, and burnout. Correlation analysis tested relationships among the variables, and regression analysis identified significant predictors of professional burnout. Findings revealed that teachers demonstrated very high levels of workload and behavioral management, while experiencing a moderate level of professional burnout. No significant relationship was found between teacher’s workload management and professional burnout (r = 0.088, p = 0.166), but a significant relationship was found between behavioral management and professional burnout. (r = 0.562, p = 0.000). Regression results showed that the best predictors of professional burnout were challenges in behavioral management and preparation of instructional materials.