International Journal For Multidisciplinary Research

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Job Demands, Burnout, and Early Retirement Intentions among Public Elementary School Teachers in the Division of City Schools, Manila

Author(s) Dr. Ma. Vanessa Macalindong, Prof. Dr. Remedios Dela Rosa, Prof. Dr. Rosalina Pangilinan, Dr. Wilma Malabanan, Dr. Sedfrey Aldrich Obar
Country Philippines
Abstract This study examined job demands, burnout levels, and early retirement intentions among 98 public elementary school teachers from five schools in two districts in the Division of City Schools of Manila, all with at least 15 years of service. Using a descriptive-correlational design, data were gathered through a standardized questionnaire and analyzed using weighted mean, frequency, percentage, Pearson r, and regression analysis. Results showed that teachers experienced moderate job demands overall (WM = 2.84), including organizational support (3.05), workload (2.68), resources (2.93), advancement opportunities (2.59), and job security (2.93). Burnout levels were also moderate, particularly in emotional exhaustion (2.85) and personal accomplishment (3.02), while depersonalization was low (2.10). In terms of retirement intentions, a large majority (89%) preferred early retirement, with most intending to retire between ages 45–54. Significant relationships were found between job demands (organizational support and workload) and burnout dimensions (emotional exhaustion and depersonalization), as well as between job demands and personal accomplishment. However, early retirement intentions were not significantly related to either job demands or burnout, indicating that other factors may influence teachers’ decisions to retire early. The study concluded that while teachers generally manage moderate job demands, many experience stress and emotional strain. Despite this, they maintain a sense of professional accomplishment. However, the high rate of early retirement intention is a concern. It was also found that decreased organizational support increases burnout, while better job conditions reduce emotional exhaustion and depersonalization. Based on these findings, it is recommended that school administrators improve workload distribution, strengthen organizational support, and promote work-life balance. The implementation of wellness programs, counseling services, and stress management initiatives is also encouraged. Further research should explore additional factors influencing early retirement decisions, such as financial conditions, personal preferences, and organizational culture.
Keywords Descriptive Correlational Study, Job Demands, Burnout, Early Retirement Intentions, Public Elementary School Teachers
Field Sociology > Education
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-11
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.77976
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