Perceived organizational support and job burnout among government-funded preservice teachers: Basic psychological needs and educational policy satisfaction

Grounded in Self-Determination Theory and Conservation of Resources Theory, this study examines how perceived organizational support (POS) relates to job burnout among government-funded preservice teachers (GFPTs) in China. Using survey data from 937 GFPTs, we tested a model in which work autonomy, teacher self-efficacy, and occupational belongingness fully mediate the effect of POS on burnout (the POS → burnout direct path became nonsignificant). We further show that educational policy satisfaction moderates these mediation pathways by weakening the POS → basic psychological needs links, with the strongest moderation on the self-efficacy pathway. These findings clarify how organizational and policy environments jointly shape teachers' motivation and well-being, supporting a cross-level account of resource substitution and diminishing returns. Practically, combining robust institutional safeguards with school-based supports that enhance autonomy, strengthen competence, and build belongingness can lower burnout risk and promote sustainable teacher development.