Professional Identity Coherence and Burnout Resistance Among STEM Teachers

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@article{1717378,
      author = {Hiyle B. Pineda, Ronnielhen R. Pascua, Roel Butch Ang, PhD.},
      title = {Professional Identity Coherence and Burnout Resistance Among STEM Teachers},
      journal = {Iconic Research And Engineering Journals},
      year = {2026},
      volume = {9},
      number = {11},
      pages = {704-710},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1717378.pdf},
      abstract = {This study investigated the relationship between professional identity coherence and burnout resistance among STEM teachers. A quantitative correlational research design was employed, utilizing survey questionnaires distributed to 103 secondary STEM teachers. Data analysis involved using descriptive statistics, Pearson correlation, and ANOVA. Professional identity coherence was reported as very high, particularly in the areas of teacher leadership, teaching efficacy, and teaching outcome, while career awareness was rated as high. Burnout resistance was also very high, with professional and social dimensions rated very high, and emotional and motivational dimensions rated high. The results indicated a moderate positive relationship between professional identity coherence and burnout resistance, suggesting that teachers with stronger professional identity tend to exhibit greater resilience. The study concludes that a strong professional identity is associated with greater burnout resistance among STEM teachers. Prioritizing professional identity development and resilience-building initiatives, particularly for early-career teachers, may enhance teacher well-being and effectiveness.},
      keywords = {Professional Identity Coherence, Burnout Resistance, Teacher Resilience, STEM Teachers, Quantitative Correlational Study},
      month = {May},
      doi = {https://doi.org/10.64388/IREV9I11-1717378}
  }