Abstract
This study was conducted to determine the academic burnout and the coping styles of the ninety (90) BEED Third-year Pre-service Teachers at Western Mindanao State University. An Adopted Oldenburg Burnout Inventory (OLBI) instrument was utilized to measure academic burnout and an adopted coping style of academic stress questionnaire was used to determine the coping styles. The study revealed that despite facing academic demands and transitioning to professional teaching roles, the BEED third-year preservice teachers still experience academic burnout but at a low level Furthermore, the result revealed that positive reappraisal is the common coping style utilized by the BEED third-year pre-service teachers. Statistically, significant differences do not exist in academic burnout and coping styles when data are grouped according to sex and family monthly income. Moreover, sex and family monthly income do not affect the level of academic burnout and coping styles despite the difference in sex and socio-economic status. Hence, it is recommended that the programs and training sessions be maintained to raise awareness about students’ burnout levels. Additionally, students are recommended to utilize positive reappraisal as a coping style to manage stress and prevent academic burnout. Prioritize self-care practices to maintain overall well-being.
