In the presence of the 2019 outbreak of new coronavirus, schools quickly changed from traditional learning environments to online instructional medium. This was an event that took place at several educational levels, including primary and secondary schools. With the increase in schools enrollment in recent years, teachers’ workload has increased. Teachers are in charge of the majority of the teaching tasks, and they must use a variety of effective techniques to guarantee that learners properly comprehend the material they are teaching.
Teachers’ work activities have a direct impact on the normal development of activities in schools, implying that school teachers play a vital role in teaching and are an essential part of the school system. However, in light of the pandemic situation, teachers’ workloads and quality requirements are becoming increasingly rigorous. In terms of the actual work, due to the online format, teachers must constantly contend with technological faults during videoconference sessions, leading them to believe that the work task is becoming increasingly difficult and the work pressure is increasing. Teachers’ ability to handle these difficulties is insufficient, causing them to become increasingly dissatisfied with their jobs. Teachers might quickly lose their professional identity if they are unable to release tension for an extended length of time. Teachers are prone to insomnia, tension, anger, exhaustion, and other negative emotions over time, which can lead to professional burnout in varied degrees. It is simpler to have a poor implementation of teaching activities when teachers’ job burnout is severe. It will have an impact on the usual operation of education in the long run, especially given the current unique scenario. As a result, there is a need to investigating the impact of professional identity and job satisfaction in job burnout is significant.
Only a few prior studies on school teachers’ professional issues have examined professional identity and job burnout at the same time. However, none of the earlier studies were undertaken during the COVID-19 outbreak, as far as available. The high rate of job burnout among teachers may be due in part to their own personality traits that are not conducive to classroom management, as well as unforeseen challenges in their profession, resulting in a lack of experience and cynicism. There is a strong link between job burnout and job satisfaction among teachers. Professional identity and job satisfaction are positively and significantly associated, according to several studies. To address teachers’ present job burnout, it’s not enough to just talk about job happiness; they also need to improve their professional identity and psychological motivation. To assess the practicality of this measure, administrators must examine job burnout and the impact of professional identity and job satisfaction. It is impossible to provide appropriate ways to assure the effectiveness of teachers’ work and to establish a foundation for future prevention and management of teachers’ job burnout on this basis.
The authorities in the department must investigate teachers’ professional identity and job satisfaction on job burnout during the COVID-19 epidemic period. This could lead to pay attention to the problems faced by teachers in the online teaching process and find more methods to help teachers solve their own psychological problems such as job burnout and professional identity caused by their own factors and external circumstances brought by the new normal in education.
By: Maria Teresa De Jesus – Lumibao| Principal I| Sergia Soriano Esteban Integrated School II|Olongapo City
