Author Information
Abderrahmane Ahakkam, Abdelmalek Essaâdi University, MoroccoBrahim Kirmi, Abdelmalek Essadi University, Morocco
Abstract
Teacher burnout has become a strategic challenge for contemporary education systems because it affects teacher retention, school sustainability, and institutional performance alongside individual well-being. UNESCO estimates that 44 million additional primary and secondary teachers will be needed worldwide by 2030, highlighting the urgency of strengthening the profession through more sustainable support models. Although the literature consistently identifies teacher self-efficacy as a key protective resource against burnout, professional coaching remains insufficiently integrated into debates on educational leadership, management, and professional development. This paper proposes a conceptual framework linking professional coaching, teacher self-efficacy, and sustainable institutional performance. Drawing on an advanced narrative synthesis and an ongoing systematic review agenda, it integrates the Job Demands-Resources model, Conservation of Resources theory, and Social Cognitive Theory to reposition teacher well-being as a form of strategic human capital rather than a peripheral support issue. The framework argues that professional coaching may function as a resource-generating intervention by strengthening self-efficacy, supporting adaptive coping, and helping schools move beyond reactive burnout management. By connecting psychological resources, leadership concerns, and professional development processes, this contribution offers a theoretically grounded roadmap for rethinking teacher support as a strategic condition for resilient, human-centred, and high-performing school systems. It also reframes teacher well-being from a private vulnerability to an institutional asset with implications for retention, leadership practice, and long-term educational quality.
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