Empowered to Lead: The Relationship between Leadership Practices, Teacher's Burnout, and Work Performance.
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| Title: | Empowered to Lead: The Relationship between Leadership Practices, Teacher's Burnout, and Work Performance. |
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| Authors: | Hernandez, Merced D.1 mcdhernandez24@gmail.com, Joson, Carmina G.1 |
| Source: | Psychology & Education: A Multidisciplinary Journal. 2026, Vol. 53 Issue 4, p392-409. 18p. |
| Subject Terms: | *Teacher burnout, *Educational leadership, *Psychology of teachers, *Job performance, Leadership, Transformational leadership, Shared leadership |
| Abstract: | This study examines the relationship between leadership practices, burnout, and work performance among public school teachers in an urban district, employing a mixed-methods design. 100 respondents completed a researcher-made survey to assess transformational, instructional, collaborative, decision-making, problem-solving, professional, and ethical leadership practices and their influence on teacher burnout and work performance. Additionally, interviews with 10 participants explored leadership challenges, coping mechanisms, and perceptions of effective leadership. Data analysis employed descriptive statistics and Pearson's r correlation to determine the strength and significance of relationships. Results show that teacher leadership practices exert a strong positive influence on work performance, with mean scores between 3.28 and 3.62 across key leadership dimensions. Despite experiencing emotional exhaustion and workload stress, teachers generally demonstrate resilience, maintain positive attitudes, and sustain professional commitment without perceiving themselves as fully burned out. Qualitative findings highlighted challenges such as role conflict, lack of support, resource limitations, resistance to change, and work overload, which teachers manage through collaboration, reflective practice, professional development, and adaptive strategies. Based on these results, a comprehensive empowering leadership framework is proposed, integrating a collaborative, supportive leadership environment and clear and open communication to enhance teacher well-being, reduce burnout, and improve work performance and commitment. Implementing this framework in educational institutions is strongly recommended. It provides strong administrative support and continuous evaluation, which together promote sustainable teacher leadership and positive educational outcomes. [ABSTRACT FROM AUTHOR] |
| Copyright of Psychology & Education: A Multidisciplinary Journal is the property of SciMatic Inc., Adnan Menderes Technocity and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193026936 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Empowered to Lead: The Relationship between Leadership Practices, Teacher's Burnout, and Work Performance. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hernandez%2C+Merced+D%2E%22">Hernandez, Merced D.</searchLink><relatesTo>1</relatesTo><i> mcdhernandez24@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Joson%2C+Carmina+G%2E%22">Joson, Carmina G.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Psychology+%26+Education%3A+A+Multidisciplinary+Journal%22">Psychology & Education: A Multidisciplinary Journal</searchLink>. 2026, Vol. 53 Issue 4, p392-409. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+burnout%22">Teacher burnout</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Job+performance%22">Job performance</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Transformational+leadership%22">Transformational leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Shared+leadership%22">Shared leadership</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examines the relationship between leadership practices, burnout, and work performance among public school teachers in an urban district, employing a mixed-methods design. 100 respondents completed a researcher-made survey to assess transformational, instructional, collaborative, decision-making, problem-solving, professional, and ethical leadership practices and their influence on teacher burnout and work performance. Additionally, interviews with 10 participants explored leadership challenges, coping mechanisms, and perceptions of effective leadership. Data analysis employed descriptive statistics and Pearson's r correlation to determine the strength and significance of relationships. Results show that teacher leadership practices exert a strong positive influence on work performance, with mean scores between 3.28 and 3.62 across key leadership dimensions. Despite experiencing emotional exhaustion and workload stress, teachers generally demonstrate resilience, maintain positive attitudes, and sustain professional commitment without perceiving themselves as fully burned out. Qualitative findings highlighted challenges such as role conflict, lack of support, resource limitations, resistance to change, and work overload, which teachers manage through collaboration, reflective practice, professional development, and adaptive strategies. Based on these results, a comprehensive empowering leadership framework is proposed, integrating a collaborative, supportive leadership environment and clear and open communication to enhance teacher well-being, reduce burnout, and improve work performance and commitment. Implementing this framework in educational institutions is strongly recommended. It provides strong administrative support and continuous evaluation, which together promote sustainable teacher leadership and positive educational outcomes. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Psychology & Education: A Multidisciplinary Journal is the property of SciMatic Inc., Adnan Menderes Technocity and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193026936 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.70838/pemj.530404 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 392 Subjects: – SubjectFull: Teacher burnout Type: general – SubjectFull: Educational leadership Type: general – SubjectFull: Psychology of teachers Type: general – SubjectFull: Job performance Type: general – SubjectFull: Leadership Type: general – SubjectFull: Transformational leadership Type: general – SubjectFull: Shared leadership Type: general Titles: – TitleFull: Empowered to Lead: The Relationship between Leadership Practices, Teacher's Burnout, and Work Performance. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hernandez, Merced D. – PersonEntity: Name: NameFull: Joson, Carmina G. IsPartOfRelationships: – BibEntity: Dates: – D: 10 M: 05 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 28224353 Numbering: – Type: volume Value: 53 – Type: issue Value: 4 Titles: – TitleFull: Psychology & Education: A Multidisciplinary Journal Type: main |
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