Organizational Support and Professional Engagement on Burn-Out Experiences of Basic Education Teachers

Hazel Ablat Albino¹ & James Lacsao Paglinawan²
¹Master of Arts in Education, (Educational Administration)
²Professor, Department of Professional Education, Central Mindanao University, Philippines
DOI – http://doi.org/10.37502/IJSMR.2025.81211

Abstract

This study aimed to explore the interplay of organizational support, professional engagement, and burnout experiences among basic education teachers in the Division of Valencia City for the academic year 2024-2025. Employing a quantitative research design, data were gathered from teachers through structured surveys that assessed their perceptions of support, engagement levels, and burnout experiences.

Findings indicated that teachers generally perceived high levels of organizational support and professional engagement, which correlated positively with reduced burnout experiences. However, higher behavioral engagement was identified as a significant predictor of increased burnout, suggesting a complex relationship where greater involvement may lead to exhaustion without adequate support. Conversely, cognitive engagement and peer support emerged as protective factors that mitigated burnout, emphasizing the importance of collaborative environments and continuous professional development in sustaining teacher well-being.

The results underscored the need for educational institutions to enhance recognition systems and supportive structures to promote resilience among teachers. By addressing the nuances of these relationships, the study provided insights into optimizing support mechanisms that would ultimately improve job satisfaction and teaching effectiveness. These findings have significant implications for teacher retention strategies and the overall quality of education in the region.

Keywords: work environment, workload, emotional well-being, professional development, recognition and rewards

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