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Abstract

This study examines the relationship between job burnout and task performance and investigates the moderating role of social support from supervisors, colleagues, and family among teachers in the Saudi Arabian education sector. Using a quantitative research design, data were collected from teachers using standardized questionnaires and subsequently analyzed through Structural Equation Modeling (SEM) using SmartPLS software (4.0). The findings reveal that job burnout has a significant negative effect on teachers' task performance, indicating that higher levels of burnout are associated with lower performance. However, social support from supervisors, colleagues, and family significantly moderates this relationship by reducing the negative impact of burnout on performance. Teachers who perceive higher levels of social support are better able to maintain their task performance despite experiencing burnout. These results highlight the important buffering role of social support as a critical resource for improving teacher well-being and sustaining performance in demanding educational environments. The study provides practical implications for school administrators and policymakers by emphasizing the need to strengthen supportive workplace relationships and encourage family support mechanisms. Enhancing multiple sources of social support can help reduce the adverse effects of burnout and promote resilience and productivity among teachers in the Saudi education sector.

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