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Silent Struggles: Emotional Labor, Burnout, and Quiet Quitting Among Filipino Faculty
Abstract
This chapter explores the emotional labor of Filipino tertiary faculty members and its role in triggering burnout and quiet quitting. Teachers often mask emotions and perform beyond formal roles due to cultural expectations. Prolonged exposure to stress, institutional demands, and emotional dissonance leads to emotional exhaustion and depersonalization. Burnout fosters disengagement and eventually quiet quitting—a self-preserving response rather than neglect. The chapter emphasizes the urgent need for health and safety policies, institutional support, and cultural sensitivity to protect educators' well-being. It offers insights for stakeholders committed to sustaining a healthy academic workforce.
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