Do Burnout, Mental Health, and Organizational Culture Affect Teachers' Performance in Bogor Regency West Java?

Abstrak

Teacher performance in Bogor Regency is influenced by burnout, mental health, and organizational culture. However, limited research has examined their combined effects within this regional educational context. This study aims to analyze the individual and simultaneous influence of burnout, mental health, and organizational culture on teachers’ performance. A quantitative cross-sectional survey design was employed using purposive sampling of 298 teachers, with data analyzed through multiple linear regression using SPSS. The results show that burnout has a negative and significant effect on performance, while mental health and organizational culture have positive and significant effects, with the latter two variables showing the strongest contributions. This study contributes to the literature by integrating psychological and organizational variables in a regency-level educational context and provides practical implications for improving teacher well-being and performance through targeted interventions. Objectives were to determine the individual and combined influence of burnout, mental health, and organizational culture on teachers’ performance and to provide evidence for policy and intervention. Using a quantitative cross-sectional survey design, purposive sampling, validated questionnaires, and SPSS (multiple linear regression, R2, t and F tests), the study tested associations among the three predictors and teacher performance. The organizational culture, mental health, and burnout have significant effects on teacher performance, with organizational culture and mental health showing the largest relative contributions. This study serves as the basis for evidence-based policies and interventions to improve teacher well-being and learning effectiveness through burnout prevention strategies and organizational culture improvements.