Work engagement and burnout among public school physical education teachers in the Philippines: The predictive role of absorption
DOI:
https://doi.org/10.55040/maa8y670Keywords:
burnout, physical education teachers, public schools, Philippines, work engagementAbstract
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.
References
Alsalhe, T. A., Chalghaf, N., Guelmami, N., Azaiez, F., & Bragazzi, N. L. (2021). Occupational Burnout Prevalence and Its Determinants Among Physical Education Teachers: A Systematic Review and Meta-Analysis. Frontiers in Human Neuroscience, 15.
https://doi.org/10.3389/fnhum.2021.553230
Balderas, J., Bistricky, S. L., Gimenez-Zapiola, M., Pascuzzi, B., Millmann, M., & Short, M. B. (2025). Brief online intervention model promotes sustained helping behavior across 6 months following a population-wide traumatic event. Psychological Reports, 128(2), 1248-1268. https://doi.org/10.1177/00332941231164071
Belete, E. (2025). Big Data Analytics Capability and Decision-Making Performance: Quantitative Correlational-Predictive Study (Doctoral dissertation, Grand Canyon University).
Bereznowski, P., Atroszko, P. A., & Konarski, R. (2023). Work addiction, work engagement, job burnout, and perceived stress: A network analysis. Frontiers in Psychology, 14, 1–11. https://doi.org/10.3389/fpsyg.2023.1130069
Butao, B. C., Arquiola, D. G., Talidro, M. J., Donoso, B. C. K., Mongado, S. R. L., Funcion, N. P., ... & Fadare, S. A. (2021). Impact of burnout among dialysis nurses providing high-quality care in Butuan City, The Philippines. Orapuh Journal, 2(3), e825-e825.
https://doi.org/10.4314/orapj.v2i3.7
Carandang, R. R., Puguon Jr, F., Santos, M. L., Ilagan, E., Gamboa, K. G., & Aquino, J. G. (2024). Burnout and turnover intention among community and hospital pharmacists in metro Manila, Philippines. Merits, 4(4), 463-474. https://doi.org/10.3390/merits4040033
Chen, W., Huang, Z., Peng, B., Li, L., & Chen, J. (2025). Teacher competency and work engagement among secondary school physical education teachers: the multiple mediating roles of occupational stress, emotional exhaustion, and professional achievement. Frontiers in Psychiatry, 16, 1530413.
https://doi.org/10.3389/fpsyt.2025.1530413
Conte, E., Farina, E., Pepe, A., Cavioni, V., & Ornaghi, V. (2025). The longitudinal effects of teachers’ socio-emotional competences on stress and burnout. The Journal of Experimental Education, 1-15.
https://doi.org/10.1080/00220973.2025.2518231
Ebardo, G., et al. (2025). Unlocking Accurate Data Categorization: The Range Gem+ Approach To Meaningful Intervals For Global Development Perspectives. Salud, Ciencia y Tecnología-Serie de Conferencias, (4), 1434. https://doi.org/10.56294/sctconf20241034
Galanakis, M.D. and Tsitouri, E. (2022). Positive psychology in the working environment. Job demands-resources theory, work engagement and burnout: A systematic literature review. Frontiers in Psychology, 13.
https://doi.org/10.3389/fpsyg.2022.1022102
Gulanes, A. A. (2025). Investigating physical activity as a buffer against academic burnout in rural academia. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 11(4), 1-25.
https://doi.org/10.17979/sportis.2025.11.4.12018
Heidari, S., Parizad, N., Goli, R., Mam-Qaderi, M., & Hassanpour, A. (2022). Job satisfaction and its relationship with burnout among nurses working in COVID-19 wards: A descriptive correlational study. Annals of Medicine and Surgery, 82, 104591.
https://doi.org/10.1016/j.amsu.2022.104591
Hongsa, T. and Polyong, C.P. (2024). Risk Factors Affecting Stress and Burnout Among Teachers: A Cross-Sectional Study From Chonburi, Thailand. Journal of UOEH, 46(2), 203–213. https://doi.org/10.7888/juoeh.46.203
Jamaludin, I. I., & You, H. W. (2019). Burnout in relation to gender, teaching experience, and educational level among educators. Education Research International, 2019, 7349135. https://doi.org/10.1155/2019/7349135
Kasalak, G., & Dağyar, M. (2021). Teacher burnout and demographic variables as predictors of teachers’ enthusiasm. Participatory Educational Research, 9(2), 280-296.
https://doi.org/10.17275/per.22.41.9.2
Kilgour, P. W., Morton, J. K., Northcote, M. T., & Pearce, K. (2025). Teacher stress in the era of COVID-19: A changed learning environment? Educational Research for Policy and Practice. https://doi.org/10.1007/s10671-025-09397-8
Lee, Y.H. (2019). Emotional labor, teacher burnout, and turnover intention in high-school physical education teaching. European Physical Education Review, 25(1), 236–253.
https://doi.org/10.1177/1356336X17719559
Liang, X., Yin, Y., Zhang, L., Liu, F., Jia, Y., Liu, X., ... & Jiang, X. (2025). Work addiction in nurses: a cross-sectional correlational study of latent profile analysis and burnout. BMC Nursing, 24(1), 467. https://doi.org/10.1186/s12912-025-03102-z
Lim, W. Y., et al. (2019). The abbreviated Maslach burnout inventory can overestimate burnout: a study of anesthesiology residents. Journal of Clinical Medicine, 9(1), 61.
https://doi.org/10.3390/jcm9010061
Longakit, J. C., Sayson, M. C., Ompoc, H. M. S., Almerol, N. J., Toring-Aque, L., Aque, F. J. M., ... & Fajardo, R. (2026). The pressure to perform: academic stress and burnout among university dance athletes during intensive training. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 12(1), 1-26.
https://doi.org/10.17979/sportis.2026.12.1.12569
Maas, J., Schoch, S., Scholz, U., Rackow, P., Schüler, J., Wegner, M., & Keller, R. (2021). Teachers’ perceived time pressure, emotional exhaustion and the role of social support from the school principal. Social Psychology of Education, 24(2), 441-464.
https://doi.org/10.1007/s11218-020-09605-8
Magtalas, S.A. (2024). Teacher’s Workload in Relation to Burnout and Work Performance. International Journal of Multidisciplinary: Applied Business and Education Research, 5(10), 4111–4123. https://doi.org/10.11594/ijmaber.05.10.24
Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99-113.
https://doi.org/10.1002/job.4030020205
McLean, L., Bryce, C., & Johnson, B. (2023). Describing Teachers’ Well-Being Prior to and 18 Months After COVID-19 School Closures. SAGE Open, 13(4).
https://doi.org/10.1177/21582440231217872
Merino-Soto, C., et al. (2022). Ultrashort version of the Utrecht work engagement scale (UWES-3): A psychometric assessment. International Journal of Environmental Research and Public Health, 19(2), 890.
https://doi.org/10.3390/ijerph19020890
Mosleh, S. M., Kasasbeha, M. A., Aljawarneh, Y. M., Alrimawi, I., & Saifan, A. R. (2022). The impact of online teaching on stress and burnout of academics during the transition to remote teaching from home. BMC Medical Education, 22(1), 475.
https://doi.org/10.1186/s12909-022-03496-3
Nordhall, O., Knez, I., Saboonchi, F., & Willander, J. (2020). Teachers' personal and collective work-identity predicts exhaustion and work motivation: mediating roles of psychological job demands and resources. Frontiers in psychology, 11, 1538.
https://doi.org/10.3389/fpsyg.2020.01538
Nwoko, J. C., Emeto, T. I., Malau-Aduli, A. E., & Malau-Aduli, B. S. (2023). A systematic review of the factors that influence teachers’ occupational wellbeing. International journal of environmental research and public health, 20(12), 6070.
https://doi.org/10.3390/ijerph20126070
Oducado, R. M., Amboy, M. K., Robles, B. R., Rosano, D., Montaño, H., Temelo, D. R., ... & Tamdang, K. (2024). Demographics and job satisfaction as predictors of mental well-being of Filipino teachers: A web-based survey two years after the onset of pandemic. IJERI: International Journal of Educational Research and Innovation, (21), 1-13.
https://doi.org/10.46661/ijeri.8205
Oubibi, M., Fute, A., Xiao, W., Sun, B., & Zhou, Y. (2022). Perceived organizational support and career satisfaction among Chinese teachers: the mediation effects of job crafting and work engagement during COVID-19. Sustainability, 14(2), 623.
https://doi.org/10.3390/su14020623
Ozturk, M., Wigelsworth, M., & Squires, G. (2024). A systematic review of primary school teachers’ wellbeing: room for a holistic approach. Frontiers in Psychology, 15.
https://doi.org/10.3389/fpsyg.2024.1358424
Puranitee, P., Saetang, S., Sumrithe, S., Busari, J. O., van Mook, W. N., & Heeneman, S. (2019). Exploring burnout and depression of Thai medical students: the psychometric properties of the Maslach burnout inventory. International journal of medical education, 10, 223.
https://doi.org/10.5116/ijme.5dc6.8228
Rivera, K.C. (2022). “My job as a teacher literally never stops”: How Filipino women teachers coped during the Covid-19 pandemic. Issues in Educational Research, 32(4), 1584–1604.
Roshida, D.S., Paskarini, I. and Martiana, T. (2023) ‘Leadership Style Influence on Nurses’ Burnout: a Systematic Review’, Indonesian Journal of Public Health, 18(2), pp. 341–352. https://doi.org/10.20473/Ijph.v18i2.2023.341-352
Ruble, L., McGrew, J., Fischer, M., Findley, J., & Stayton, R. (2023). School and Intrapersonal Predictors and Stability of Rural Special Education Teacher Burnout. Rural Special Education Quarterly, 42(3), 124–135.
https://doi.org/10.1177/87568705231180885
Saiz-González, P., de la Fuente-González, S., Sierra-Díaz, J., & Uría-Valle, P. (2025). Inclusive Education and Physical Education in Spain: A Qualitative Analysis of Teachers’ Perspectives. Education Sciences, 15(1).
https://doi.org/10.3390/educsci15010108
Schaufeli, W.B., Bakker, A.B. & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-national study. Educational and Psychological Measurement, 66(4), 701–716.
https://doi.org/10.1177/0013164405282471
Schaufeli, W. B., Desart, S., & De Witte, H. (2020). Burnout assessment tool (Bat)—development, validity, and reliability. International Journal of Environmental Research and Public Health, 17(24), 1–21.
https://doi.org/10.3390/ijerph17249495
Selvik, S., & Herrebrøden, M. K. (2024). Teacher experiences under COVID-19 pandemic school reopening periods. Teaching and Teacher Education, 139.
https://doi.org/10.1016/j.tate.2023.104445
Shimony, O., Malin, Y., Fogel-Grinvald, H., Gumpel, T. P., & Nahum, M. (2022). Understanding the factors affecting teachers’ burnout during the COVID-19 pandemic: A cross-sectional study. Plos one, 17(12), e0279383.
https://doi.org/10.1371/journal.pone.0279383
Tatha, O., Shimazu, A., Watanabe, K., Kawakami, N., & Schaufeli, W. B. (2024). Measuring work engagement in Thailand: development and validation testing of the Utrecht Work Engagement Scale-Thai version (UWES-TH). Industrial health, 62(3), 182-194.
https://doi.org/10.2486/indhealth.2023-0017
Teng, J., Yang, Z., Yu, M., Crowley, C. B., & Jing, X. (2024). Chinese primary school teachers’ working time allocation after the enactment of the “Double Reduction” policy: A mixed-methods study. Teaching and Teacher Education, 137, 104385.
https://doi.org/10.1016/j.tate.2023.104385
Toscanelli, C., Urbanaviciute, I., De Witte, H., & Massoudi, K. (2024). Better bored than burned-out? Cynicism as a mediator between boredom at work and exhaustion. British journal of guidance & counselling, 52(2), 274-285. https://doi.org/10.1080/03069885.2023.2219376
Tran, T. T. T., Watanabe, K., Imamura, K., Nguyen, H. T., Sasaki, N., Kuribayashi, K., ... & Kawakami, N. (2020). Reliability and validity of the Vietnamese version of the 9-item Utrecht Work Engagement Scale. Journal of occupational health, 62(1), e12157.
https://doi.org/10.1002/1348-9585.12157
Tsang, K.K., Wang, G. and Bai, H. (2022) ‘Enabling School Bureaucracy, Psychological Empowerment, and Teacher Burnout: A Mediation Analysis’, Sustainability (Switzerland), 14(4). https://doi.org/10.3390/su14042047
Zahrah, N. I., Fanani, M., & Ardyanto, T. D. (2023). The Relationship Between Emotional Eating, Meal Skipping and Unhealthy Food Consumption Pattern in Adolescent Girls. Indonesian Journal of Public Health, 18(1), 47–58.
https://doi.org/10.20473/ijph.v18i1.2023.47-58
Zhao, W., Liao, X., Li, Q., Jiang, W., & Ding, W. (2022). The relationship between teacher job stress and burnout: A moderated mediation model. Frontiers in Psychology, 12, 784243.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Roque N. Langcoy II, Stephen A. Fadare, Hendely A. Adlawan (Autor/a)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The works published in this journal are subject to the following terms:
The author retains the economic rights (copyright) of the published works and grants the journal the right of first publication.
The works are published in the electronic edition of the journal under a Creative Commons Attribution–NonCommercial–ShareAlike license. They may be copied, used, distributed, transmitted, and publicly displayed, provided that: (i) authorship and the original source of publication (journal, publisher, and URL of the work) are cited; (ii) they are not used for commercial purposes; (iii) the existence and specifications of this license are indicated.
Self-archiving conditions. Authors are permitted and encouraged to disseminate electronically the post-print versions (publisher’s version), as this facilitates earlier circulation and dissemination, potentially increasing citation and reach within the academic community. Authors may also deposit their articles in repositories and other platforms that support the dissemination of information, provided that the version used is the post-print (publisher’s version). RoMEO color: Blue.
