Abstract
The study aimed to determine the level of organizational support provided to teachers in terms of curriculum management, professional development, and Partnership and Linkage. This study followed a descriptive-correlational research design. It uses descriptive research methodologies to describe the level of organizational support, work-life balance, and burnout among teachers. The correlational research approach will be used to assess the relevance of the association between organizational support, work-life balance, and teacher burnout. This study was conducted at Damulog, Bukidnon, during the 2024-2025 school year. The mean and standard deviation were used to determine the level of organizational support, work-life balance, and burnout among teachers, and the Pearson r Product-Moment Correlation Coefficient, or Pearson r, was used to determine the significant relationship between organizational support, work-life balance, and burnout. The findings revealed that instructors received a high level of organizational support in terms of curriculum management, professional development, and partnership/linkage. Furthermore, teachers' work-life balance was high in terms of satisfaction with family and self-life, awareness of work-life balance was very high, job satisfaction and flexibility were high, and self-appreciation of work was also high. The level of burnout, in terms of emotional exhaustion, was moderate, depersonalization was also moderate, and personal achievement was low. Furthermore, the test for a significant association between burnout, organizational support, and work-life balance indicated no significant relationship between these variables. These findings indicate that instructors should actively seek extra coping methods to combat burnout, particularly emotional weariness and depersonalization. Self-care exercises, peer support groups, and professional therapy can all help to reduce burnout and improve personal performance.
