Perceived organizational support and job burnout with the mediating mechanism of self-esteem

Abstract

PurposeThis study seeks to unravel the psychological well-being of education sector professionals by exploring the mediating role of self-esteem in the relationship between perceived organizational support and burnout among university teachers.Design/methodology/approachThis survey-based study employs a relational, cross-sectional model to determine the relationship between educational technology proficiency, self-esteem and burnout behaviors. Additionally, as the study aims to determine the mediating role of self-esteem, the mediation model is employed. The study sample consists of 407 university teachers who completed evaluations in September 5–30, 2023. Alongside demographic information, data were collected using the following instruments: Perceived Organizational Support Scale, Rosenberg Self-Esteem Scale and Teacher Burnout Scale. Construct validity and path analyses were conducted using the AMOS software. Normality tests, descriptive analyses and correlation calculations were performed using SPSS software.FindingsResults indicate that perceived organizational support negatively affects burnout and positively influences self-esteem levels. Additionally, self-esteem negatively impacts burnout and fully mediates the relationship between perceived organizational support and burnout. Hence, the effect of organizational support on burnout is mediated through self-esteem, indicating that supportive organizational practices not only mitigate burnout but also enhance teaching staff’s self-esteem. Based on these findings, organizational support strategies hold promise for reducing burnout and bolstering individual confidence and self-esteem among university teachers.Originality/valueGiven the intricate job structure of university teachers in the education sector and their interactions with students, stress, high expectations and a perpetually evolving learning environment can impact their psychological well-being. In this context, perceived organizational support, burnout, and self-esteem emerge as pivotal factors shaping the work lives of university teachers. While previous studies have explored the relationship between perceived organizational support and self-esteem as well as self-esteem and burnout among academics, this study determines how self-esteem plays a mediating role in establishing a link between the two variables.