Toward a sustainable teaching workforce: The effects of perceived organizational support and psychological capital on teacher burnout through teacher motivation

Background Teacher burnout is a global issue that negatively affects educators, student learning outcomes, and the overall effectiveness of educational systems. Despite extensive research on burnout worldwide, burnout among higher education teachers in China remains underexplored, particularly within its unique cultural and institutional context. Purpose This study aims to examine the effects of perceived organizational support and psychological capital on teacher burnout and to investigate the mediating role of teacher motivation in these relationships. Research Design A quantitative research design was employed using a cross-sectional survey approach. Structural equation modeling (SEM) was utilized to test the proposed relationships among the study variables. Study Sample The study involved 235 teachers from higher vocational colleges located in Hebei Province, China. Data Collection and/or Analysis Data were collected through a structured questionnaire and analyzed using SmartPLS 4.0.9.6. Partial Least Squares Structural Equation Modeling (PLS-SEM) was applied to evaluate the measurement and structural models. Results The findings revealed that perceived organizational support and psychological capital significantly influence teacher burnout. Furthermore, teacher motivation was found to mediate the relationships between perceived organizational support and teacher burnout, as well as between psychological capital and teacher burnout. Conclusions The study highlights the importance of organizational support, psychological capital, and teacher motivation in reducing burnout among higher education teachers. These findings provide valuable insights for educational institutions and policymakers seeking to enhance teacher well-being and improve the sustainability of the higher education system.