Academic Burnout, Emotional Intelligence and Academic Performance of the Bachelor of Elementary Education Students

Aims: This study aimed to determine the relationship of the academic burnout to the emotional intelligence, and academic performance of the Apayao State College – Bachelor of Elementary Education (ASC-BEEd) students. Specifically, it identified the profile, the level of academic burnout, the level of emotional intelligence, and the academic performance of the ASC-BEEd students. It also identified the relationship between profile and academic burnout, profile and emotional intelligence, profile and academic performance, academic burnout and emotional intelligence, academic burnout and academic performance, and emotional intelligence and academic performance.

Study Design: Descriptive correlational design was employed during the study. The data were analyzed with the use of frequency count, percentage distribution, weighted mean, and Pearson Product-Moment Correlation Coefficient.

Place and Duration of Study: The study was conducted at Apayao State College, Bachelor of Elementary Education Department, School Year 2022 – 2023.

Methodology: The instruments used were profiling (demographic data), the Copenhagen Burnout Inventory – Student Version (CBI), Wong and Law Emotional Intelligence Scale (WLEIS), and the respondents Grade Point Average (GPA). Frequency count and percentage distribution was used to show the profile of the respondents. Weighted Mean was used to present the level of academic burnout in terms of personal burnout, studies related burnout, colleague related burnout and teacher-related burnout. Also, it will be used to determine the level of emotional intelligence in terms of Self-Emotion Appraisal (SEA), others’ Emotion Appraisal (OEA), use of Emotion (UOE), and Regulation of Emotion (ROE), and level of academic performance of the respondents. Pearson Product-Moment Correlation Coefficient was used to test the significant relationship between the profile and academic burnout; profile and emotional intelligence; profile and academic performance; academic burnout and emotional intelligence; academic burnout and academic performance; and emotional intelligence and academic performance of the respondents. The Statistical Package for the Social Sciences (SPSS) was used to analyze the data.

Results: The findings revealed that in terms of the respondents’ profile, most of them are between 21-25 years old and there are more female respondents than male respondents. More than half of the respondents are third-year and regular students while only 12% are married. 65% are Ilocano and have only one device-used wherein most of them are residents of rural areas with low speed of internet connectivity. Furthermore, most have 5 to 7 members in the family and their parents are high school and elementary graduates. Also, most of them belongs to families in the low-income group. As to the level of academic burnout of the respondents’ personal burnout, studies-related burnout, colleague-related burnout, and teacher-related burnout are moderate while for their emotional intelligence as to Self-Emotion Appraisal (SEA), Others’ Emotion Appraisal (OEA), Use of Emotion (UOE), and Regulation of Emotion (ROE) is slightly high. Most of the respondents are on the average level as to their academic performance. Furthermore, Pearson Product-Moment Correlation Coefficient revealed that there is a significant relationship between the level of academic burnout and the sex of the respondents, which implies that female respondents have higher academic burnout than male who usually have stronger personality. Also, there is a significant relationship between the academic performance of the respondents and their ethnicity which implies that their academic performance is comparable with the different ethnic groups within Apayao.

Conclusion: The level of academic burnout of the Apayao State College – Bachelor of Elementary Education students is on moderate level for personal and studies-related burnout, while low level for colleague and teacher-related burnout. Their level of emotional intelligence is slightly high for Self-Emotion Appraisal (SEA), Others’ Emotion Appraisal (OEA), and Regulation of Emotion (ROE) while it is high level for the Use of Emotion (UOE). The Academic performance of the respondents is on average level. The sex of the respondents and their academic burnout are significantly associated while the ethnicity and the academic performance of the respondents have a significant relationship. Emotional intelligence could affect the academic burnout of the respondents.