Abstract
The purpose of this study was to investigate the prevalence of burnout and job satisfaction in Cabanglasan, Bukidnon, during the 2024-2025 school year. This study used a descriptive-correlational research method to investigate the importance of the association between burnout prevalence and its effect on job satisfaction among teachers. A survey questionnaire is used so that responses from respondents can be easily obtained and collated. The study found that burnout was common among public secondary teachers in terms of emotional weariness, as well as depersonalization and personal success. Furthermore, the study found that teachers' burnout had a rare effect on job satisfaction in terms of supervision and a common effect on working conditions. While the impact of teacher burnout on job satisfaction in terms of responsibility and progress is constant. Furthermore, the study found that all three markers of burnout (emotional exhaustion, depersonalization, and personal success) have weak negative relationships with job satisfaction in terms of supervision. However, none of these correlations were statistically significant at the 0.05 level. The study found that three burnout indicators (emotional exhaustion, depersonalization, and personal achievement) have weak correlations with job satisfaction regarding working conditions. However, there is a significant relationship between two burnout indicators (depersonalization and personal achievement) and job satisfaction concerning responsibilities. Emotional weariness does not have a substantial association. These findings imply that in order to improve job satisfaction among public secondary teachers and effectively treat burnout, school administrators should implement targeted interventions aimed at minimizing depersonalization and enhancing perceptions of personal achievement.
