JOB BURNOUT AND EMOTIONAL INTELLIGENCE AS PREDICTORS OF JOB SATISFACTION AMONG PHYSICAL EDUCATION TEACHERS

This study investigated the predictive relationship between job burnout, emotional intelligence, and job satisfaction among Physical Education (PE) teachers in the Panabo City Division. Utilizing a quantitative, non-experimental research design with a causal effect approach, the study employed multiple regression analysis to determine the extent to which job burnout and emotional intelligence could forecast job satisfaction. A total of 135 PE teachers from public secondary schools participated in the study. Statistical tools, including Average Weighted Mean, Pearson product-moment correlation coefficient, and Multiple Regression Analysis, were employed to analyze the data. Findings revealed a generally low level of job burnout, a very high level of emotional intelligence, and a high degree of job satisfaction. Significant correlations were identified between job burnout and job satisfaction, as well as between emotional intelligence and job satisfaction. Notably, components of job burnout, particularly commitment and motivation, emerged as significant predictors of job satisfaction. Moreover, dimensions of emotional intelligence—specifically self-motivation, empathy, and social skills—were strongly associated with higher levels of job satisfaction. The study underscores the importance of fostering emotional competencies and minimizing burnout-related factors to enhance teacher well-being and job satisfaction. These findings have implications for teacher development programs, policy formulation, and support systems in educational institutions. Keywords: Job Burnout, Emotional Intelligence, Job Satisfaction, Panabo City Division, Philippines