Abstract:

Teachers as helping professionals can be at risk to develop the negative outcome of caring which is compassion fatigue because of their supportive role to students. Ignorance of existing compassion fatigue presents the susceptibility of faculty members to be distressed that may affect their instructional performance. This study sought to determine the relationship between the demographic profile and the level of compassion fatigue of the faculty members as well as to determine whether the factors such as student academic performance, workload, relationship with peer-workers and administration support contribute to the level of compassion fatigue that may affect their instructional performance. Data were treated using frequency counts, percentages, means, Chi-square and Pearson-r. Using quantitative, descriptive correlational method, two 30-item questionnaires were utilized. Thirty-eight faculty members in a private higher education institution in Caloocan City were the respondents of the study. The demographic profile included the age, gender, number of years teaching and highest educational attainment. The results showed that there was no significant relationship between the demographic profile as to age, gender, years of teaching, and highest educational attainment and the level of compassion fatigue of the faculty members. Faculty members regardless of age, gender, number of years teaching and highest educational attainment are at risk to develop compassion fatigue that a teaching career entails. The results also showed that there was no significant relationship between the level of compassion fatigue as to student academic performance, workload, peer-workers relationship and administration support and the instructional performance of the faculty members. Despite the presence of compassion fatigue among faculty members, their instructional performance was not affected.

Keywords:

Teachers, Compassion Fatigue, Instructional Performance.