Predicting Educator Burnout and Motivation in Educational Settings: Workload as a Job Demand, Organizational Justice as a Resource, and the Moderating Role of Intrinsic Motivation

Educator well-being has become a critical concern in educational psychology, particularly under conditions of sustained job demands. This study, grounded in the JD–R model, examines how workload (job demand) and organizational justice (job resource) shape emotional exhaustion and intrinsic motivation, addressing a key gap in the literature regarding the underdeveloped role of intrinsic motivation as a personal resource capable of buffering the negative effects of chronic stressors. Using a cross-sectional survey of 254 educators in Lebanon, data were analyzed using Structural Equation Modeling (SEM). Results supported the JD–R dual pathways: workload was positively associated with emotional exhaustion, whereas organizational justice was positively associated with intrinsic motivation. Crucially, by confirming its function as a buffer, intrinsic motivation significantly moderated the workload–exhaustion relationship, clarifying the ‘motivation paradox’ in this context by weakening the adverse impact of high workload on burnout. These findings extend the JD–R model by empirically demonstrating a resilience mechanism through which personal motivation mitigates strain. The study underscores the importance of organizational justice in cultivating intrinsic motivation and highlights the need for systemic, resource-oriented interventions to promote sustainable educator well-being in demanding educational contexts.