Examining the Relationship Between Principals’ Supportive Work Environment Practices and Teacher Burnout in Pakistani Public Schools

Abstract

Teacher burnout is a critical issue in educational systems worldwide, characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment. In Pakistan, public sector teachers are particularly vulnerable due to overcrowded classrooms, limited resources, and high administrative pressures. School principals, as instructional and organizational leaders, play a pivotal role in shaping work environments that can either exacerbate or mitigate burnout. This study investigates the relationship between principals’ supportive work environment practices and teacher burnout among secondary school teachers in Pakistani public schools. Using a correlational research design, data were collected from 300 secondary school teachers in the district Lahore and Sheikhupura through the Maslach Burnout Inventory–Educators Survey (MBI-ES) and the Supportive Work Environment Practices Scale (SWEP). Results indicated a significant positive correlation (r = .56, p<.001) between supportive practices and burnout Findings suggest that principals’ recognition of teachers, workload management, and emotional support play a crucial role in reducing burnout.