Work Engagement and Organizational Behavior on Occupational Burnout of Teachers

Abstract

This study determined the relationship of the work engagement, organizational behavior, and occupational burnout of 250 public secondary school teachers in the Division of Valencia, Bukidnon, Philippines using a descriptive-correlational research design. Specifically, the study aimed to describe the levels of work engagement (vigor, dedication and absorption), organizational behavior (autocratic, custodial, supportive and collegial), and occupational burnout (emotional exhaustion, depersonalization and personal achievement) of teachers, examine the relationship of variables and determine the significant predictors of occupational burnout. Data was analyzed using descriptive statistics, Pearson’s product-moment correlation and stepwise regression analysis.
The study showed that teachers have high level of work engagement and organizational behavior while their occupational burnout was found to be at a moderate level. The results indicated a significant positive association between work engagement (especially vigor and absorption) and occupational burnout, confirming a paradoxical “engaged-but-at-risk” profile of high-performing educators. Also, the results of regression analysis showed that vigor and custodial organizational behavior were the main predictors of occupational burnout and explained 10.5% of its variance. These results suggest that although motivation acts as a protective stabilizer, a high level of engagement without institutional support may inadvertently lead to burnout.