ERIC Number: EJ1458908
Record Type: Journal
Publication Date: 2025
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0951-354X
EISSN: EISSN-1758-6518
Perceived Organizational Support and Job Burnout with the Mediating Mechanism of Self-Esteem
Akmatali Alimbekov; Saparbek Azhykulov; Askarbek Imanbaev; Bekmurza Zuluev; Burulcha Koilubaeva; Rakhat Sagyndykova; Bakyt Muratbaev
International Journal of Educational Management, v39 n1 p240-258 2025
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.
Descriptors: Self Esteem, Work Environment, Teacher Burnout, Teacher Welfare, Correlation, Organizational Climate, Educational Technology, Self Concept Measures, Higher Education, Foreign Countries
Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kyrgyzstan
Identifiers - Assessments and Surveys: Rosenberg Self Esteem Scale
Grant or Contract Numbers: N/A