Abstract
The psychological, emotional, and physical state of teachers is very important since it can have a great impact on students' learning and well-being as well. However, teaching usually requires long working hours, larger class sizes, and decreased time and energy, which may eventually result in burnout, causing other unprecedented consequences. Using a descriptive-correlational technique, the researchers aimed to identify if there is a relationship between psychological well-being and the different dimensions of burnout and if such relationships were moderated by specific demographic variables. The researchers employed a set of online questionnaires to measure the desired variables. The sample was composed of N=150 educators, with 45 male and 105 female respondents from different regions of the Philippines aged 16 and above. The data was analyzed using Pearson correlation, point bi-serial correlation, and multiple regression via Process by Andrew Hayes. Gender (β=0.12*) and Salary range (β =0.15*) provided a significant moderation effect between the predictor and outcome variables. It was found that being a male (β =-0.19**) produces less effect in decreasing the negative relationship between Psychological Well-Being (PWB) and the Burnout Dimension of Emotional Exhaustion (EmoEx). Earning a higher salary per month (β=0.18**) improves the relationship between Psychological Well-Being (PWB) and the Burnout Dimension of Personal Accomplishment (PerAcc). However, no moderator was identified between Psychological Well-Being (PWB) and the Burnout Dimension of Depersonalization. Being a male educator makes someone less prone to experiencing Emotional Exhaustion (EmoEx), and earning a higher salary may improve one’s sense of Personal Accomplishment (PerAcc) in relation to their Psychological Well-Being (PWB). Hence, psychological well-being can predict burnout, and the relationship may be buffered by gender and enhanced by salary range.
