Teacher well-being and professional stability are critical concerns in education, especially given increasing workloads, administrative demands, and institutional challenges. Burnout—a state of physical, emotional, and mental exhaustion—can result from prolonged occupational stress, while job satisfaction reflects the positive or negative feelings employees have toward their work. Organizational politics, characterized by self-serving behaviours, manipulation, or favouritism, can further impact employee morale and performance.

This study investigates the relationships between burnout, perceived organizational politics, job satisfaction, and turnover intentions among women educators in semiprivate schools. Standardized scales were administered to measure these variables, and statistical analyses were conducted to examine correlations and predictive relationships. Results indicate that burnout correlates positively with stress and career dissatisfaction, while job satisfaction demonstrates strong negative associations with burnout and stress. Turnover intentions were significantly linked to perceptions of mismanagement, work nature, and limited career opportunities, highlighting the influence of organizational climate on employee retention.

The findings emphasize the dual role of workplace stressors and resources in shaping teacher well-being and commitment. By analyzing these interrelated constructs, this study provides insights into how school politics and occupational stress affect retention and underscores the protective role of job satisfaction. Implications for policy and school-level interventions are discussed, aiming to enhance teacher support, reduce burnout, and strengthen organizational commitment.

TBA