Organizational Support and Job Burnout: The Mediating Role of Work Engagement in Sport Education
DOI:
https://doi.org/10.53797/ujssh.v5i2.3.2026Keywords:
Job Burnout, Perceived Organisational Support, Work Engagement, Sport Education, Structural Equation ModellingAbstract
The contemporary landscape of sport education represents a highly demanding occupational domain wherein persistent professional stressors precipitate severe psychological distress and widespread attrition among pedagogical staff (Abós, Haerens, Sevil, Aelterman, & García-González, 2022). This study aims to meticulously investigate the structural relationships between perceived organisational support, work engagement, and job burnout within the specific field of sport education (Wang, 2024). Utilising a rigorous quantitative, cross-sectional design, empirical data were gathered from a stratified random sample of sport educators via validated psychometric instruments and subsequently subjected to structural equation modelling (Karatepe, 2021). The primary results demonstrate a significant negative association between perceived organisational support and job burnout, alongside a robust positive correlation with work engagement, which was found to critically mediate the support-burnout nexus (Angelini et al., 2024; Li et al., 2023). It is concluded that cultivating a supportive institutional climate fundamentally enhances intrinsic work engagement, thereby serving as an essential psychological bulwark against the onset of job burnout among sport education professionals (Fan & Fang, 2025).References
Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2023). Interventions for teacher burnout: A scoping review. International Journal of Environmental Research and Public Health, 20(9), 5625.
Angelini, G., Buonomo, I., Benevene, P., & Consiglio, C. (2024). Work engagement and well-being: The mediating role of burnout. Anxiety, Stress & Coping, 37(1), 12-25.
Bakker, A. B., & Demerouti, E. (2022). Job Demands–Resources theory: State of the art. Annual Review of Organizational Psychology and Organizational Behavior, 10, 25-53.
Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. I. (2014). Burnout and work engagement: The JD–R approach. Annual Review of Organizational Psychology and Organizational Behavior, 1, 389-411.
Fan, X., Fang, J., et al. (2025). Strategic organizational support for stress and burnout: A latent profile analysis. Frontiers in Psychology, 16.
Han, J., Yin, H., & Wang, W. (2021). Teacher engagement and burnout in higher education: A Job Demands-Resources perspective. Higher Education, 81(3), 519-536.
Karatepe, O. M. (2021). The effects of organizational support on employee burnout: A mediation model. The Service Industries Journal, 41.
Kong, L., Wu, Zhang, & Huang. (2026). Perceived organizational support and job burnout: The role of psychological capital. Acta Psychologica, 262.
Lyu, B., Zhu, Z., & Chen, H. (2022). Physical education teachers’ burnout and work engagement: A cross-sectional study. International Journal of Environmental Research and Public Health, 19(21).
Skaalvik, E. M., & Skaalvik, S. (2017). Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school. Social Psychology of Education, 20(1), 15-37.
Wang, H., & Hall, N. C. (2021). When "all-stars" burn out: A 10-year study of academic burnout in faculty. The Journal of Higher Education, 92(3), 435-462.
Wang, Y. (2024). Workload, organizational support, and work engagement: SEM analysis of educational practitioners. Frontiers in Psychology, 15.
Xing, Z. (2022). English as a foreign language teachers’ work engagement, burnout, and their professional identity. Frontiers in Psychology, 13, 916079.
Yu, X., Lin, X., & Zhou, H. (2024). Impact of work engagement on workplace well-being: A dual-pathway model. SAGE Open, 14(4).
Zang, L., & Feng, Y. (2023). Relationship between job satisfaction and work engagement in Chinese kindergarten teachers. Frontiers in Psychology, 14, 1114519.
Zhang, Q., Li, W., Gao, J., Sun, B., & Lin, S. (2024). Teachers’ professional identity and job burnout: The mediating roles of work engagement and psychological capital. Psychology in the Schools, 61(1), 123–136.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
