Abstract

This study examined the effects of parental and academic workloads on burnout levels among student-parents at Bestlink College of the Philippines. With increasing numbers of student-parents balancing childcare, household responsibilities, and academic demands, vulnerability to burnout has become a growing concern. Burnout is characterized by chronic exhaustion that affects motivation and academic performance. The study aimed to determine whether coping strategies help reduce burnout. A quantitative descriptive-correlational design was used, involving 50 purposively selected student-parents. Data were gathered using the Parental Burnout Inventory (PBI), Burnout Assessment Tool, and Brief COPE Inventory. Demographic data were summarized using frequency and percentage, while Spearman rho was applied to test relationships among variables. Participation was voluntary and confidential. Most respondents were female, aged 26 and above, and third-year BSED students, with the majority having one child aged 0–5. Academic burnout was moderate. Emotional exhaustion and emotional distancing were the most evident parental burnout dimensions. Coping strategies were moderately used. A moderate positive correlation was found between parental burnout and academic burnout (r= 0.40, p =.004). Coping strategies showed no significant relationship with burnout. Findings indicate that parenting exhaustion affects academic functioning. Results support Resource Conservation Theory, suggesting limited emotional energy contributes to burnout. Institutional support programs are recommended.