SCHOOL CLIMATE AND TEACHER BURNOUT AMONG MIGRANT FILIPINO SECONDARY TEACHERS IN THAILAND

This study examined the relationship between school climate and teacher burnout among 151 migrant Filipino secondary teachers in government schools in Thailand during the second semester of the 2023–2024 school year. A descriptive correlational design was used to analyze the respondents’ profile, level of school climate support, and degree of teacher burnout, as well as the relationships and differences among the variables. Data were collected using an adapted survey and were analyzed using appropriate statistical methods. Results showed that school climate support was high across all components, with the physical environment rated highest and peer and adult relations and parent involvement rated lowest. Teacher burnout was moderately serious, with student-related burnout identified as the main concern. Highest educational attainment significantly influenced personal burnout, with teachers holding a bachelor's degree reporting higher levels than those with a master's degree. School climate support was also significantly and negatively related to teacher burnout, with staff connections and the physical environment showing the strongest relationships. The findings indicated the need to strengthen peer relations, improve parent involvement, enhance school conditions, provide support for newly deployed teachers, and address student-related burnout through better classroom management and workload conditions.