iz

Teacher burnout has become a significant concern in contemporary educational systems due to increasing workloads, administrative pressures, and expanding professional responsibilities. One of the major contributors to burnout is role conflict, which arises when teachers experience incompatible expectations associated with their professional roles. At the same time, organizational support has been identified as a key factor that can reduce the negative effects of workplace stress and improve employee well-being. This paper presents a comprehensive and critical review of the literature on the relationships among role conflict, perceived organizational support, and teacher burnout. Drawing upon theoretical and empirical studies, the review synthesizes previous research to understand how role conflict contributes to burnout and how organizational support may mitigate these effects. The review is primarily grounded in the Job Demands–Resources theory and social exchange theory. The analysis reveals that role conflict is consistently associated with emotional exhaustion, depersonalization, and reduced professional accomplishment among teachers. However, supportive organizational environments can significantly buffer the negative impact of job demands. The review also highlights several limitations in the existing literature, including the lack of longitudinal research and limited empirical evidence from developing countries. The paper concludes by identifying important research gaps and proposing directions for future studies in educational and organizational contexts.

Key Words: Teacher Burnout, Role Conflict, Organizational Support, Job Stress, Educational Organizations.