The Efficacy of Emotional Self-care Online Intervention Program (ESCOIP) on the Burnout Symptoms of Millennial Teachers: A Pilot Study

Description

Page: 178-185

Joby Thomas¹ and Marc Eric S. Reyes² (The Graduate School, University of Santo Tomas, Manila, Philippines^1,2, Department of Psychology, College of Science, University of Santo Tomas, Manila, Philippines², Research Center for Social Sciences and Education, University of Santo Tomas, Manila, Philippines²)

The millennial generation, often nicknamed the “burnout generation,” fills the employment gap created by the baby boomer generation’s retirement. As such, they are expected to compose 75% of the workforce globally by 2025. Moreover, millennial teachers are more at risk and vulnerable to burnout; teacher burnout has significantly increased due to the COVID-19 pandemic since the conventional in-person teaching method was replaced with the new hybrid teaching model. The purpose of the current study is to utilize mixed-method research, particularly sequential exploratory design, to develop and pilot-test an intervention program to address the burnout symptoms of a select group of millennial teachers. We developed a six-modular online intervention program entitled Emotional Self-Care Online Intervention Program (ESCOIP) based on self-compassion theories and the extended process model of emotion regulation. The experts’ evaluation and the pilot testing of the ESCOIP provided preliminary evidence that the intervention’s modules are valid. Thus, the ESCOIP is further recommended for testing on a larger sample of millennial teachers experiencing burnout symptoms.