Abstract

Teacher wellbeing and burnout have emerged as critical concerns within contemporary education systems, with 
significant implications for teacher retention, instructional quality, and student outcomes. This paper examines the 
organizational drivers that contribute to teacher burnout alongside the protective factors that promote wellbeing. 
Drawing on frameworks such as the Job Demands–Resources (JD-R) model, the analysis identifies key drivers of 
burnout, including excessive workload, administrative burdens, unsupportive leadership, and role conflict. These 
factors increase stress, emotional exhaustion, and disengagement among teachers. Conversely, protective factors 
such as supportive leadership, availability of resources, professional collaboration, autonomy, and opportunities for 
professional growth enhance resilience, engagement, and job satisfaction. The study highlights the central role of 
organizational context in shaping teacher experiences, emphasizing that wellbeing and burnout are not solely 
individual issues but are deeply embedded in institutional structures and practices. It further underscores the 
importance of policy and structural interventions, including workload regulation, collaborative cultures, and 
supportive leadership practices, in fostering sustainable teaching environments. Ultimately, improving teacher 
wellbeing requires a systemic approach that balances job demands with adequate resources to ensure both teacher 
retention and educational effectiveness.