DYNAMICS OF WORK PRESSURE AND SOCIAL SUPPORT IN EDUCATION PERSONNEL

Abstract

Work pressure among educational personnel within educational organizations places psychological health, mental fatigue, and reduced productivity at the forefront of critical issues requiring managerial and academic attention. This study employs a qualitative literature review approach to synthesize recent research findings on sources of work pressure, including excessive administrative workload, limited control over work methods, insufficient social support, and non-accommodative leadership. The analysis indicates that an imbalance between workload volume and supporting resources increases the risk of burnout and psychological health problems among educational personnel. Effective social support from supervisors and colleagues has been shown to reduce stress levels, enhance self-confidence, and play a vital role in fostering intrinsic motivation as well as institutional loyalty. Low control over work patterns and cumulative administrative pressure negatively affect efficiency, innovation, and the quality of educational services. Practical implications can be formulated in the form of workload audits, strengthening psychosocial training systems, and restructuring reward and supervision frameworks. This study contributes to the development of organizational psychology-based policy models aimed at enhancing mental resilience, productivity, and synergy within the educational ecosystem. The findings underscore that harmonizing work demands with institutional support is a key factor in creating a psychologically healthy and competitive educational work environment.