The Mediating Role Of Organizational Support System To Mentoring And Teachers’ Burnout: An Explanatory Sequential Design
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Teacher burnout remains a critical concern due to increasing workload demands and the need for stronger institutional support. This study examined the mediating role of organizational support in the relationship between mentoring and teacher burnout among public secondary school teachers in Tulunan, North Cotabato, Philippines. Anchored on the Job Demands–Resources Theory, Perceived Organizational Support Theory, Conservation of Resources Theory, and Social Support Theory, the study employed an explanatory sequential mixed-methods design. Quantitative data were collected through standardized questionnaires and analyzed using descriptive statistics and SmartPLS mediation analysis, while qualitative data from in-depth interviews and focus group discussions were analyzed thematically. The study sought to determine the levels of mentoring, organizational support, and teacher burnout, examine the mediating role of organizational support, and explain how mentoring, leadership support, workload management, and school climate influence teacher well-being. The integrated findings are expected to provide a comprehensive understanding of how organizational support enhances the effectiveness of mentoring in reducing teacher burnout and offer evidence-based recommendations for school leaders and policymakers to strengthen mentoring programs, improve organizational support, and promote teacher well-being and retention.
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