School Infrastructure Availability and Emotional Flexibility: Their Roles in Mitigating Digital Engagement Overload Among Basic Education Teachers

Evelyn A. Vicente, MAED1* & James L. Paglinawan, Ph.D.2
1Teacher I, Valencia City Central School, Department of Education, Philippines
2Professor, Department of Professional Education, Central Mindanao University, Philippines
DOI – http://doi.org/10.37502/IJSMR.2025.81102

Abstract

The study examined the levels of school infrastructure availability and emotional flexibility in relation to digital engagement overload among 260 basic education teachers in the Division of Valencia City, Province of Bukidnon, Philippines. It explored the relationships among these variables and identified which factors, singly or in combination, were statistically associated with teachers’ digital engagement overload for the School Year 2025–2026. The analysis revealed that school infrastructure in the Division of Valencia City is frequently available, aligning with improved instructional capacity supported by technical assistance and adequate digital resources. Furthermore, teachers demonstrated high emotional flexibility, enabling them to adapt to challenges, manage stress, and sustain emotional balance amid increasing technological demands. Despite this, teachers reported high levels of digital engagement overload, characterized by prolonged technology use and continuous digital immersion. Results also indicated significant correlations among school infrastructure availability, emotional flexibility, and digital engagement overload. Teachers who experienced higher levels of digital engagement overload tended to exhibit greater emotional regulation and adaptability, suggesting possible coping mechanisms in navigating digital demands. Moreover, technical support and training, digital teaching resources, emotional regulation, management of emotional stress, and emotional adaptability were found to be significantly related to digital engagement overload. Among these, technical support and training displayed the strongest statistical association. The results affirm that these factors, both collectively and individually, correspond with teachers’ digital engagement overload in the Division of Valencia City.

Keywords: Availability of technical support and training, digital teaching resources, emotion regulation, coping with emotional stress, emotional adaptability, digital engagement.

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