EXPLORING THE IMPACT OF ORGANISATIONAL SUPPORT ON EMOTIONAL WELL-BEING AMONG MAINSTREAM AND SPECIAL EDUCATION SCHOOL TEACHERS IN SINGAPORE: THE MEDIATING ROLE OF STRESS

Abstract

Despite the importance of providing sufficient organisational support to promote teacher well-being, there is limited literature regarding perceived organisational support (POS) on burnout amongst teachers in Singapore. The study aims to investigate the factors which influence the well-being of teachers in Singapore. Specifically, how POS, stress, and teacher type influence burnout. A total of 48 teachers were recruited from mainstream and special education schools. This study hypothesised a moderated mediation, examining whether teacher type moderates the interrelation between POS and teacher burnout, with stress as the mediator, within the context of Singapore educators. The findings illustrated a significant partial mediation of stress in the relationship between POS on burnout, and teacher type only moderating the direct effect. Therefore, there is insufficient evidence to conclude the existence of a significant moderated mediation. These results illustrate the complex interplay of organisational support, stress, and teacher type influencing teacher burnout within Singaporean educational contexts. Implications of findings on burnout and future directions were discussed, providing insights into future interventions to improve teacher well-being in Singapore.