A Study of the Mediating Role of Supportive Leadership in the Relationship Between Mental Health, Burnout, and Organizational Commitment Among Primary Teachers at the Singapore International School of Bangkok, Suvarnabhumi and Thonburi Campuses

Yang Liu; Timothy Scott; Yvonne Wei

Authors

Yang Liu Graduate School of Human Sciences, Assumption University, Thailand
Timothy Scott Graduate School of Human Sciences, Assumption University, Thailand
Yvonne Wei Graduate School of Human Sciences, Assumption University, Thailand

Keywords:

Burnout, Mental health, Organization commitment, Primary teachers, Supportive leadership

Abstract

This study examined the relationships between teacher mental health, burnout, affective commitment, and supportive leadership among primary teachers at the Singapore International School of Bangkok. A cross-sectional online survey (n = 104) and validated scales were used for supportive leadership, mental health (DASS-9), burnout (MBI-ES9), and affective commitment. Confirmatory factor analysis indicated acceptable measurement properties, and structural equation modeling showed adequate fit on most indices (CMIN/DF = 1.93, CFI = .92, TLI = .90, SRMR = .069; RMSEA = .095). Poorer mental health related to lower perceived supportive leadership (β = −.569, p < .001) and to higher burnout (β = .641, p < .001) and lower commitment (β = −.259, p = .023), while supportive leadership related to lower burnout (β = −.237, p = .023) and higher commitment (β = .471, p < .001). Tests indicated that supportive leadership partially mediated mental health to burnout and commitment, causing both direct and indirect paths. Research highlights the important role of supportive leadership in multilingual, high-expectation environments. Findings suggest actionable steps, including regular well-being check-ins, enhanced counseling and peer support, systematic recognition, equitable workload distribution, and continuous monitoring using a brief well-being and commitment tool.

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