Stress and Burnout Levels of Teachers Handling Learners with Special Needs in Relation to School Climate

This study investigated the stress and burnout levels of teachers handling learners with special needs in relation to school climate variables at Margarita Roxas de Ayala Elementary School, District V, Division of Manila, for the school year 2023-2024. Using a descriptive-correlational design, the research aimed to quantify the extent of stress related to physical environment, organizational support, and human relations, as well as burnout characterized by loss of idealism, energy, concern, and motivation among 45 teachers handling learners with special needs. Data were collected through structured questionnaires with Likert-scale ratings and analyzed using mean scores, standard deviations, and Pearson correlation coefficients. The results revealed that teachers experienced high levels of stress across all environmental indicators, which significantly correlated with burnout symptoms, particularly loss of energy, concern, and motivation. The findings underscored the critical influence of physical and organizational school environments on teachers’ emotional well-being and professional efficacy. Significantly, the study established that negative perceptions of school climate contributed to increased burnout levels, which potentially impacted instructional quality and student outcomes. The research emphasized the need for targeted interventions, including policy reforms, professional development, and improved support systems, to mitigate stress and burnout among teachers handling learners with special needs. Recommendations were directed toward educational leaders to foster healthier, more supportive school environments that promoted teacher resilience, thereby ensuring the delivery of quality education to students with special needs. Future studies were encouraged to explore longitudinal effects of school climate improvements on teacher well-being and retention, contributing to sustainable educational practices.