Profiling Teaching Competency, Burnout, and Professional Development Orientation among Secondary School Teachers

Abstract

This research focuses on the extent and pattern of teaching competency, burnout, and orientation towards professional development among secondary school teachers. The research utilized a quantitative method using descriptive research designs, where data was obtained from a randomly selected sample of 400 teachers using the stratified random sampling technique. Tests for measuring teaching competency, burnout, and professional development orientation were used, and statistical tests such as mean, standard deviation, and level classification (high, moderate, and low) were applied in analyzing data. The results indicate that most teachers have high teaching competency and a high positive orientation towards professional development. However, there is a large percentage of teachers who suffer from burnout, indicating that the occupational stress among them is quite high. The study illustrates how paradoxically there exists a state where professionals have both strengths and strains in their work. There appears to be some sort of imbalance between the demands of their jobs and the resources at hand. The research results imply the necessity of taking a holistic approach to developing teachers which involves building competencies along with well-being interventions.