Purpose: This 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/approach: This 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. Findings: Results 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/value: Given 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.