Teamwork and Support Systems as Predictors of Teacher Well-Being and Burnout: An Organizational Development Perspective
DOI:
https://doi.org/10.54536/ajds.v4i2.7600Keywords:
Burnout, Educational Management, Job Demands–Resources Model, Organizational Development, Organizational Support Systems, Teacher Well-Being, TeamworkAbstract
This study examined the predictive influence of teamwork and organizational support systems on teacher well-being and burnout within an Organizational Development (OD) framework. Utilizing a quantitative, descriptive-correlational design, data were collected from 210 public secondary school teachers through standardized survey instruments measuring teamwork, perceived organizational support, well-being, and burnout. Descriptive statistics revealed that teamwork was generally high, while organizational support systems were moderately implemented. Teachers reported high levels of well-being alongside moderate levels of burnout, indicating a complex interplay between positive professional engagement and underlying emotional strain. Correlation analysis showed that both teamwork and organizational support systems were significantly associated with teacher well-being (r = .58 and r = .62, respectively) and negatively correlated with burnout (r = -.46 and r = -.55, respectively). Multiple regression analysis further revealed that both variables significantly predicted teacher outcomes, with organizational support systems emerging as the strongest predictor of both well-being (β = 0.45) and burnout (β = -0.50). The model explained 49% of the variance in well-being and 52% in burnout. The findings underscore that teacher well-being and burnout are not merely individual conditions but organizational outcomes shaped by institutional structures and collaborative dynamics. The study highlights the need for systemic Organizational Development interventions, particularly in strengthening support systems and institutionalizing collaborative practices. Implications for educational policy and leadership emphasize the prioritization of teacher welfare as a critical component of sustainable school improvement.
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Copyright (c) 2026 Eddie Rusiana Baytos Jr, Hernan Ysrael Barluado Peliño, Marry Ann Saldo Pillado, Nerie Hilado Tresbe
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