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Emotional Burnout, Digital Dependency, and their Impact on

Pedagogical Practices among Basic Education Teachers

Charmaine S. Prosia

1

, James L. Paglinawan, PhD

education teachers in public elementary and secondary schools under the Department of Education, Division of Bukidnon,

Philippines, for the academic year 2025 - 2026. Employing a quantitative research design, the study gathered data from a

representative sample of teachers working in both urban and rural communities. The research utilized descriptive statistics,

including mean, frequency distribution, percentage, and standard deviation, to summarize and interpret teachers’ responses

regarding their levels of emotional burnout, digital dependency, and pedagogical practices. Correlational and regression analyses

were likewise applied to identify the strength of relationships and determine which variable, alone or in combination, best

predicted effective teaching practices. Results revealed that teachers experience heightened emotional demands and an increasing

reliance on digital tools, both of which greatly influence their instructional strategies and learner interactions. Emotional burnout

was found to weaken teacher motivation and engagement, while digital dependency reshaped their planning, communication, and

assessment processes. Despite these challenges, teachers displayed resilience by employing adaptive approaches that sustain

Basic education in the Philippines faces mounting professional demands, exerting significant pressure on teachers and affecting

pedagogical quality (Agbayani-Pineda, 2025; Asio & Bayucca, 2021). Increasing workloads, administrative burdens, and high

classroom expectations contribute to widespread emotional burnout, an issue consistently reported in both national and

international research (Teaching Load Research Team, 2024; Skaalvik & Skaalvik, 2017). In diverse educational contexts, teacher

stress is a robust predictor of professional exhaustion and declining job satisfaction.

Persistent emotional burnout is attributed to the emotional labor inherent in teaching. Recent studies indicate that Filipino

teachers experience moderate burnout, often employing emotional regulation strategies to sustain positive interactions with

students and parents (Agbayani-Pineda, 2025). Parallel findings in the United States suggest that sustained emotional exhaustion

undermines engagement and satisfaction (Brackett et al., 2019), while research in Europe demonstrates the mitigating effects of

self-regulation and collaborative school climates (Collie et al., 2020).

technology (Abella, 2023; Muñoz et al., 2023). While digital literacy enhances instructional adaptation, it introduces new

stressors, notably, technical difficulties and resource disparities, which can compound fatigue and workload (Javier, 2021; Abella,

2023; Song et al., 2022). Studies from Western contexts echo these concerns, linking digital fatigue to decreased engagement and

higher absenteeism (OECD, 2019; Brackett et al., 2019).

Effective classroom management and professional development can alleviate the pressures of high student-teacher ratios.

Philippine research demonstrates that targeted training reduces stress and promotes job satisfaction, consistent with international

evidence supporting preventative support and peer collaboration (Ocampo & Paglinawan, 2023; Collie et al., 2020). Quantitative

analyses emphasize the protective roles of teacher self-efficacy, digital confidence, and social networks (Asio & Bayucca, 2021;

Song et al., 2022).

Despite substantial research on burnout and digital dependency, most studies examine these issues independently. There remains a

INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

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II Methodology

Research Design

This study utilized the descriptive-correlational method. A descriptive correlation described the relationship among variables and

helped to determine the relationship between independent and dependent variables. The descriptive design involved the collection

of data to test the hypothesis and answer questions concerning the status to be studied. This study used survey questionnaires to

gather information.

A quantitative research approach, with a descriptive-correlational design, assessed the relationships among emotional burnout,

digital dependency, and the quality of pedagogical practices. Regression analysis was used to identify predictor variables.

Locale of the Study

The research study took place in public elementary and secondary schools under the Department of Education, Division of

barangays, requiring creative approaches to reach and support both educators and learners (Espinosa, 2025). Many communities

were home to indigenous cultural groups such as the Higaonon, Talaandig, and Bukidnon tribes, which added diversity to the

school populations and presented unique challenges and opportunities for education administrators. Transportation was often a

challenge in upland and far-flung areas, impacting teacher deployment and resource distribution.

For school year 2025–2026, the Division of Bukidnon included about 650 public elementary schools and nearly 100 public

secondary schools, based on the official figures of the Department of Education (DepEd Bukidnon, 2025; Espinosa, 2025).

Additionally, there were around 46 recognized private schools in the division, many offering both elementary and secondary

education (Bukidnon DEDP, 2023). The diverse educational landscape in Bukidnon made it an ideal setting for a study exploring

how modern stressors, such as digital dependency and emotional burnout, affected teaching practices across different types of

school environments, from urbanized centers to mountainous and isolated rural communities.

Table 1: Distribution of the respondents of the study by the school.

School

N

n

Minsalirac Integrated School

19

17

Kibacania Elementary School

5

4

Quezon Central Elementary School

97

90

Zubiri Village Elementary School

25

18

Merangeran Integrated School

39

35

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A structured survey questionnaire composed of three (3) parts will be distributed to the respondents to collect the data for the

study. These are all patterned questionnaires with the different works of credible researchers. The consent of the authors to utilize

the instruments will be requested. Furthermore, pilot testing for reliability will be done.

consists of 4 sub-variables: emotional exhaustion, depersonalization, reduced personal accomplishment and emotional resilience

challenges. A Cronbach’s alpha coefficient of 0.79 was generated, indicating that the questionnaire obtained an acceptable level of

reliability and was considered relevant for the actual study. The scoring procedure for this instrument which is in Likert scale will

be observed as follows:

Part 2 of the instrument will be the digital dependency questionnaire. It was patterned to the work of McGarr (2024). It consists of

4 sub-variables: frequency of digital tool use, perceived necessity, digital distraction and overuse, and impact on teaching balance.

A Cronbach’s alpha coefficient of 0.83 was generated and indicates that the questionnaire possesses good internal consistency

consistency and is reliable in measuring the same underlying construct. The scoring procedure for this instrument which is in

Likert scale will be observed as follows:

Gathering Procedure

In gathering the necessary data, the researcher sought permission to conduct a pilot test of the questionnaires to establish their

reliability and validity. The pilot testing was conducted at the Department of Education (DepEd) Division of Valencia City.

Results from the pilot test were analyzed and computed using the Statistical Package for the Social Sciences (SPSS) to determine

the internal consistency and reliability of the instrument.

After final validation, the general administration of the questionnaire was conducted within the Department of Education Division

of Bukidnon, particularly in Quezon I District, Quezon, Bukidnon. Upon approval, the researcher distributed invitation letters to

the participants. Each letter contained information about the purpose of the study and the nature of participation. Respondents

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transparency, and voluntary participation guided every stage of the study, ensuring adherence to institutional and professional

research standards.

For research question 4, the researcher used the Pearson Product Moment Correlation Coefficient at a 0.05 level of significance to

determine the relationship between emotional burnout, digital dependency, and the quality of pedagogical practices of basic

education teachers. This analysis identified whether significant correlations existed among the main variables of the study.

Furthermore, for research question 5, regression analysis was employed to determine which variables best predicted the

pedagogical practices of the teachers. The regression analysis aimed to establish an equation of a line that best fit the data points

with the smallest possible deviations, thereby identifying the most influential predictors of pedagogical effectiveness.

III Results and Discussion

This section presents the results of the data gathered from the conduct of the study regarding the emotional burnout, digital

dependency, and their impact on the quality of the pedagogical practices of the basic education teachers. The presentation of

results was organized based on the arrangement of the problems identified in the study.

many teachers struggle to remain motivated and to sustain a sense of efficacy in their teaching roles. Overall, these results depict

that the respondents often experience a pattern of exhaustion, depersonalization, and low self-fulfillment, key dimensions

commonly associated with emotional burnout.

These findings are consistent with research showing that burnout among educators is an increasing concern in the teaching

profession. A study by Wang (2024) emphasized that emotional exhaustion and depersonalization are the most prevalent

dimensions of teacher burnout, primarily triggered by workload overload and emotional demands within classroom environments.

Descriptive Rating

Agree

Agree

Agree

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3

Likewise, Teles (2020) found that emotional exhaustion and depersonalization are directly proportional to the levels of perceived

stress a teacher experiences, while a low sense of personal accomplishment tends to appear when teachers feel unappreciated and

unsupported in their work settings. The consistency of these findings with the current study affirms that emotional exhaustion and

diminished resilience significantly undermine teachers’ motivation, job satisfaction, and commitment to effective teaching,

thereby highlighting the urgent need for professional well-being strategies, workload adjustments, and institutional support

systems in the Department of Education context.

focus and instructional rhythm. Overall, these findings reflect that basic education teachers maintain a high level of digital

engagement, positioning digital tools as vital yet potentially distracting elements of their daily teaching practice.

Table 3: Summary of Digital Dependency of Basic Education Teachers

3.51-4.50

4.51-5.00

This result supports prior research emphasizing digital dependency as a growing phenomenon in modern education. A 2024 study

by He and Chen found that over half of teachers spend more than four hours daily online for school-related tasks, significantly

increasing the risk of digital overuse and behavioral dependency. Similarly, Şan (2025) observed that excessive digital interaction

among pre-service teachers contributed to decreased cognitive control, reduced productivity, and higher tendencies toward task

distraction when digital engagement exceeded academic necessity. In line with these studies, the current findings indicate that

while digital use enhances instructional access and flexibility, its frequent and prolonged usage may lead to dependency and

distraction if not managed through digital balance strategies and institutional support systems. Hence, fostering digital well-being

among teachers remains essential to ensuring effective technology integration without compromising focus, productivity, and

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approaches are aligned with contemporary teaching standards that emphasize learner-centered strategies and the effective

integration of technology in instruction to enhance student learning outcomes.

Positive agreement on Pedagogical Practice

Positive agreement on Pedagogical Practice

Score

Range

described as “Agree” and interpreted as positive agreement on pedagogical practice. Among the indicators, student-centered

teaching obtained the highest mean of 4.50, signifying that teachers prioritize instructional approaches that focus on student

engagement, collaboration, and active participation. Similarly, assessment process (M = 4.47), use of technological resources (M

= 4.46), and teaching planning and preparation (M = 4.44) were all rated high, reflecting that teachers are consistent in designing

well-prepared learning plans, using technology effectively, and maintaining meaningful assessment practices. Collectively, these

results show that the teachers’ pedagogical approaches are aligned with contemporary teaching standards that emphasize learner-

centered strategies and the effective integration of technology in instruction to enhance student learning outcomes.

These results are supported by existing studies underscoring the effectiveness of student-centered methods in improving teaching

performance and learner motivation. A study by Third Space Learning (2025) emphasized that teachers who adopt student-

centered strategies, such as project-based and inquiry-driven learning, demonstrate higher student engagement and deeper

Pedagogical Practice of Basic Education Teachers. The findings revealed several significant relationships, highlighting the

interplay between teachers’ emotional states, technological engagement, and teaching effectiveness. For emotional burnout

indicators, emotional exhaustion (r = .134, p = .034) and depersonalization (r = .186, p = .003) showed positive and significant

correlations with pedagogical practices, suggesting that teachers who often experience emotional fatigue or detachment still

maintain consistent teaching engagement, possibly due to professional commitment. Meanwhile, reduced personal

accomplishment (r = .111, p = .084) exhibited an insignificant yet positive relationship, indicating that despite feelings of

inadequacy, teachers continue striving to fulfill their instructional duties.

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