The emergence of COVID-19 has created one of the most significant disruptions in the education system, leading to an abrupt shift to distance learning. During these unprecedented times, the uncertainties teachers face warrant an investigation on their mental health and burnout status. A cross-sectional study was done among 300 elementary school teachers in Ipil, Zamboanga Sibugay. The DASS-21 was used to assess depression, anxiety, and stress symptoms, while the Maslach's Burnout Inventory – Educator Survey was used to assess emotional exhaustion (EE), Depersonalization (DP), and Personal Achievement (PA). Data were analyzed using descriptive, Chi-square association, correlation, and regression analyses. Results show that 20%, 45%, and 20% had moderate-to-extremely severe depression, anxiety, and stress, respectively. Associated factors include the distance from school, grade level advisory, unnecessary worry about COVID-19, low confidence in their doctor's capability, stress, and concern about the pandemic (p<0.05). Teachers' burnout results were 32%, 71%, and 37% for moderate-to-high levels of emotional exhaustion, low personal achievement, and depersonalization, respectively. Emotional exhaustion was associated with years of experience, while depersonalization was associated with the male gender (p<0.05). A significant positive correlation and predictive effects were found between burnout (EE and DP) and mental health (p<0.001). These results show that elementary school teachers are susceptible to the psychological consequences of the pandemic. These data can provide a scientific basis for program development to protect teachers' mental health. These program interventions are needed to help reduce or prevent the worsening of their current mental health status.
Keyword: Mental health and burnout symptoms Elementary school teachers |