Work engagement and burnout among public school physical education teachers in the Philippines: The predictive role of absorption

Vollständiger Abstract

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This study examined work engagement and burnout among public school physical education teachers in the DepEd Davao del Norte Division, Philippines. Specifically, it determined the level of work engagement, the level of burnout, the relationship between work engagement and burnout, and the work engagement dimensions that significantly predict burnout. The study used a quantitative, cross-sectional, descriptive-correlational design with regression analysis. Participants were 141 full-time public school physical education teachers, representing the total eligible population in the division. Data were collected using adapted questionnaires on work engagement and burnout and were analyzed using mean, standard deviation, Pearson product-moment correlation, and multiple linear regression. Results showed that the respondents reported a high overall level of work engagement (M = 4.19, SD = 0.44), with dedication obtaining the highest mean (M = 4.27, SD = 0.58). Burnout was moderate overall (M = 3.29, SD = 0.56), with personal accomplishment obtaining the highest mean (M = 4.26, SD = 0.74), followed by exhaustion (M = 3.19, SD = 0.84), while depersonalization was low (M = 2.44, SD = 0.86). A significant positive relationship was found between work engagement and burnout (r = .322, p < .001). Regression analysis further showed that work engagement explained 10.6% of the variance in burnout (R² = .106, F = 5.391, p < .001), with absorption emerging as the only significant predictor (β = .189, p = .038).The findings suggest that high work engagement may coexist with burnout among physical education teachers, particularly when deep immersion in work is not matched by adequate support and manageable demands. The study highlights the need for school-level measures that sustain teacher engagement while reducing the risk of overextension.