Organizational Drivers and Protective Factors of Teacher Wellbeing and Burnout

Lubega Midlage

Humanities Education Kampala International University Uganda

Email lubega.midlage@kiu.ac.ug

                                                                                                     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.

Keywords: Teacher Wellbeing, Teacher Burnout, Job Demands–Resources Model, Organizational Culture and
Educational Leadership

CITE AS: Lubega Midlage (2026). Organizational Drivers and Protective Factors of Teacher Wellbeing and Burnout. NEWPORT INTERNATIONAL JOURNAL OF CURRENT RESEARCH IN HUMANITIES AND SOCIAL SCIENCES, 6(1):21-28. https://doi.org/10.59298/NIJCRHSS/2025/61.2128