THE MEDIATING EFFECT OF HAPPINESS ON THE RELATIONSHIP OF BURNOUT AND WORK-LIFE SATISFACTION AMONG EMPLOYEES OF MCNP-ISAP

Abstract

In the realm of education, teachers play a vital role in shaping the minds and life of students. Teachers often faced numerous challenges and highly stressful task in their roles, which included navigating complex staff, coping with heavy workloads and time constraints, addressing student behavior and discipline issues, and managing pressure and criticism from parents. These numerous factors have a major effect on a teacher’s capacity to successfully educate, work with their students, and sustain their personal well-being over the course of time.

The objective of this study was to examine the mediating effect of happiness on the relationship between burnout and work-life satisfaction among employees. This research built upon previous studies that have explored the individual relationships between burnout and work-life satisfaction, as well as between happiness and work-life satisfaction. By investigating the mediating role of happiness, this study aimed to provide a deeper understanding of the complex interplay between these variables.

In this study, the researchers utilized the method of a non-experimental, quantitative, descriptive-inferential study to determine the Mediating effect of Happiness on the Relationship of Burnout and Work-Life Satisfaction among Employees of MCNP ISAP. The respondent of the study is selected with the used of stratified sampling. Through the stratified sampling, the data are divided into a sub-group which was called as strata and predefined a percentage of individuals are selected from each stratum. Respondents are required to choose an answer that corresponded to their knowledge or viewpoint in this sort of question. The questionnaire was used as the main instrument in this study to determine the effects of happiness on the relationship of burnout and work-life satisfaction on employees of MCNP-ISAP. It uses adapted questionnaires which are the Copenhagen Burnout Inventory, the Oxford Happiness Inventory, and Work-life Satisfaction Survey Questionnaire. In order to answer the objective, identify the demographic data, the level of burnout, the level of happiness, the work-life satisfaction, difference on the burnout level, level of happiness and work-life satisfaction when grouped according to profile, to determine if happiness affect the burnout level and work-life satisfaction, and to know if burnout does affect the happiness and work-life satisfaction of employees’ in MCNP-ISAP, the frequency count, weighted mean, multivariate analysis of variant (MANOVA) and linear regression was used.

Respondents agreed that they experienced personal burnout as being supported by the statement they feel tired at work. The respondents also agreed that they experienced work-related burnout but they believed that they still have enough time for family and friends during their leisure time. In terms of client-related burnout, the respondents disagreed and did not believed that they sometimes wonder how long they will be able to continue working with clients. Between burnout and work-life satisfaction, the direct effect of work-life satisfaction of the respondents denoted that there is no significant effect of burnout to work-life satisfaction. The indirect effect of work-life satisfaction of the respondents denoted that there is still no significant effect of burnout to happiness to work life satisfaction.

In conclusion, this study expanded the existing literature by highlighting the mediating effects of happiness in the relationships between burnout and work-life satisfaction among employees. The researchers discovered that a higher level of burnout has no significant effect with the levels of happiness to levels of work life satisfaction. By recognizing the importance of happiness and actively fostering well-being within the teaching profession can contribute to the development of interventions and policies that promote employees’ satisfaction and ultimately enhance the quality of educations.