ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study explored the implementation of leadership mechanisms aimed at mitigating teacher burnout, enhancing retention, and promoting well-being among educators in Getafe I District, Division of Bohol, during School Year 2024–2025. Specifically, it examined the demographic profile of teachers, assessed their level of burnout, evaluated the extent of resilient leadership practices, and analyzed the relationships between teacher characteristics, burnout levels, and leadership implementation. A descriptive-correlational research design was employed, utilizing standardized survey instruments administered to all public school teachers in the district. Descriptive statistics and Pearson’s correlation analysis were used to interpret the data. Findings revealed that most teachers were in their early to mid-career stages and were predominantly female and married. Although highly educated, many remained in lower ranks, reflecting professional stagnation. Burnout levels were moderate, with symptoms of emotional exhaustion, fatigue, and reduced engagement emerging among a portion of the teaching population. The extent of implementation of resilient leadership mechanisms was also moderate, with strengths in responsiveness and recognition, but weaknesses in inclusive decision-making and well-being support. Correlation results showed no significant relationship between demographic variables and burnout or leadership implementation, indicating that these experiences were shaped more by workplace conditions than personal characteristics. These findings underscore the importance of resilient, inclusive, and burnout-sensitive leadership, which addresses workload, promotes professional growth, and supports teacher well-being across all demographics. Keywords — Teacher Burnout, Resilient Leadership, Teacher Characteristics, Emotional Support, Teacher Well-being