From Stress to Strategy: A Moderated Mediation Model of Teacher Workload, Burnout, and Wellbeing, Highlighting the Role of Assessment Competency in Promoting Teachers’ Health and Wellbeing

Despite the critical role teachers play in shaping educational outcomes, increasing workload and burnout remain pervasive challenges that threaten their wellbeing and job satisfaction, necessitating a deeper investigation into the mechanisms and protective factors involved. Using explanatory correlational research design, the study examined the intricate relationships among teacher workload, burnout, wellbeing, assessment competency among 1,300 Ghanaian senior high school teachers. Results indicate that teachers perceive a moderately high workload (M = 3.72) and burnout (M = 3.45), with emotional exhaustion as a prominent burnout dimension. Wellbeing (M = 3.68) and assessment competency (M = 3.85) show moderate levels overall. Correlation analyses reveal that workload positively associates with burnout (r = .62, p < .01) and administrative load, while negatively correlating with wellbeing (r = − .55, p < .01) and job satisfaction (r = − .48, p < .01). Burnout strongly predicts lower wellbeing (r = − .68, p < .01) and job satisfaction (r = − .65, p < .01). Notably, assessment competency correlates positively with wellbeing (r = .41, p < .01) and job satisfaction (r = .35, p < .01), suggesting a protective role. Mediation analysis confirms that burnout significantly mediates the negative impact of workload on wellbeing (indirect effect = -0.43, 95% CI [-0.51, -0.35], p < .001). Moderation analysis reveals that higher assessment competency weakens the effect of workload on burnout (interaction B = -0.15, p = 0.013), reducing burnout’s detrimental effects on wellbeing. Demographic factors such as age and institutional context (school type) further moderate these pathways, with older teachers and those in public schools experiencing weaker mediation effects. The findings highlight the critical role of reducing workload and burnout to promote teachers’ health and wellbeing. Importantly, strengthening teachers’ assessment competency and providing targeted administrative support may buffer adverse effects, enhancing wellbeing and job satisfaction. Policy interventions and professional development programs should focus on workload management, burnout prevention, and competency-building to foster sustainable teacher wellbeing and effectiveness in Ghana’s educational system.