Organizational Support and Work-Life Balance on Burnout of Public School Teachers

The study aimed to determine the level of organizational support provided to teachers in terms of curriculum management, professional development, and Partnership and Linkage. This study followed a descriptive-correlational research design. It uses descriptive research methodologies to describe the level of organizational support, work-life balance, and burnout among teachers. The correlational research approach will be used to assess the relevance of the association between organizational support, work-life balance, and teacher burnout. This study was conducted at Damulog, Bukidnon, during the 2024-2025 school year. The mean and standard deviation were used to determine the level of organizational support, work-life balance, and burnout among teachers, and the Pearson r Product-Moment Correlation Coefficient, or Pearson r, was used to determine the significant relationship between organizational support, work-life balance, and burnout. The findings revealed that instructors received a high level of organizational support in terms of curriculum management, professional development, and partnership/linkage. Furthermore, teachers' work-life balance was high in terms of satisfaction with family and self-life, awareness of work-life balance was very high, job satisfaction and flexibility were high, and self-appreciation of work was also high. The level of burnout, in terms of emotional exhaustion, was moderate, depersonalization was also moderate, and personal achievement was low. Furthermore, the test for a significant association between burnout, organizational support, and work-life balance indicated no significant relationship between these variables. These findings indicate that instructors should actively seek extra coping methods to combat burnout, particularly emotional weariness and depersonalization. Self-care exercises, peer support groups, and professional therapy can all help to reduce burnout and improve personal performance.