From Burnout to Sustainable Performance: The Role of Psychological Capital and Organizational Support among Education Professionals

Abstract

This study aims to explore how psychological capital and organizational support contribute to sustainable performance among education professionals experiencing occupational burnout. A qualitative case study design was employed at Madrasah Aliyah Negeri 1 Probolinggo. Data were collected through semi-structured interviews, observations, and document analysis involving education professionals and relevant institutional stakeholders. Data were analyzed through data condensation, data display, and verification, while credibility was established through source triangulation, technique triangulation, member checking, and an audit trail. The findings reveal three central patterns. First, psychological capital, reflected in hope, self-efficacy, resilience, and optimism, enables professionals to respond adaptively to occupational pressure. Second, organizational support through leadership responsiveness, recognition, communication, and collegial assistance reduces perceived psychological burden. Third, sustainable performance emerges when internal psychological resources and external organizational support operate together, enabling recovery, adaptive coping, motivation, and continued professional functioning. The study concludes that burnout prevention requires shared individual and organizational responsibility. The findings imply that educational institutions should strengthen psychological capital development and organizational support simultaneously to promote sustainable professional performance.