Reflections on the Robbers Cave Experiment: Finding Lessons on Political ConflictRacism, Xenophobia, and Business Environments
DOI:
https://doi.org/10.54536/ajhp.v4i3.8249Keywords:
Burnout, Financial Well-Being, Job Satisfaction, Secondary Teacher, Work EngagementAbstract
This study examined the influence of financial well-being, burnout, and job satisfaction on the work engagement of secondary teaching personnel in Trento, Agusan del Sur. Specifically, it determined the levels of financial wellbeing, burnout, job satisfaction, and work engagement, examined the relationships among these variables, and identified the predictors of work engagement. A quantitative descriptive-correlational design was employed. Using convenience sampling, 111 teachers participated in the study. Standardized questionnaires were adapted to measure the variables, and data were analyzed using descriptive statistics, Pearson Product-Moment Correlation Coefficient, and multiple regression analysis. Findings revealed moderate levels of financial well-being (M = 2.56, SD = 0.70) and burnout (M = 2.50, SD = 0.54), while job satisfaction (M = 4.81, SD = 0.70) and work engagement (M = 4.75, SD = 0.74) were very high. Financial well-being showed a significant weak positive relationship with work engagement (r = 0.266, p = 0.005), whereas burnout demonstrated a significant weak negative relationship with work engagement (r = −0.270, p = 0.004). Job satisfaction exhibited a significant moderate positive relationship with work engagement (r = 0.543, p < .001) and emerged as the only significant predictor of work engagement (β = 0.4908, p < .001). The findings suggest that supportive work environments, positive professional experiences, and organizational support play important roles in strengthening teachers’ engagement and professional well-being.
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