Responding To Occupational-Related Stress, Burnout, and Turnover Intention: Basis for a Support Framework for Teacher Resilience and Retention

Abstract

This study examined the levels of occupational-related stress, burnout, and turnover intention among public secondary school teachers in Luray II National High School, Toledo City Division, for School Year 2026-2027, as basis for a support framework for teacher resilience and retention. Employing a descriptive-correlational research design, the study involved 50 teachers selected through stratified random sampling from Junior and Senior High School departments. Three validated instruments were utilized: the Teacher Stress Inventory, Oldenburg Burnout Inventory (OLBI), and Turnover Intention Scale. Weighted mean, percentage, frequency, and Pearson r correlation were used for data analysis. Findings revealed that overall burnout was rated at a weighted mean of 2.58, indicating burnout, with exhaustion at 2.75 (burnout) and disengagement at 2.40 (resilient), suggesting teachers remain emotionally engaged despite physical exhaustion. Among stressors, work-related stressors registered the highest mean at 3.44 (high stress level), while overall occupational stress was moderate at 2.61. Fatigue (2.89) and time management (2.85) were also prominent stressors. Turnover intention was moderate at 2.66, with alternative employment (2.81) as the highest dimension. Correlation analysis showed a strong positive correlation between stress and burnout (r=0.68, p<0.05), stress and turnover intention (r=0.62, p<0.05), and a very strong positive correlation between burnout and turnover intention (r=0.82, p<0.05). Thus, all null hypotheses were rejected. The study concludes that chronic work-related stress fuels exhaustion and drives exit cognition. A CARE (Care-Advocacy-Restoration-Empowerment) Support Framework anchored on RA 4670, RA 12080, RA 9155, RA 10533, and RA 11036 is proposed to institutionalize resilience and retention.