Background and Objective: Workload is one of the key factors in educational environments that can affect the mental health and performance of employees. This study investigates the relationship between workload and job burnout among education staff.
Methods: This research is applied in terms of objective and descriptive-correlational in terms of methodology. The statistical population included all staff of the Education Department of Behshahr County, totaling 130 individuals. Using the Krejcie and Morgan table, 100 participants were selected through convenience sampling. Data were collected using the UK Health and Safety Executive (1990) Workload Questionnaire and the Maslach Burnout Inventory (1981). Pearson correlation test was used for data analysis.
Results: The results showed that the correlation between workload and job burnout among staff was -0.152, and the significance level was greater than 0.05. Therefore, there is no significant relationship between workload and job burnout.
Conclusion: Overall, the findings indicate that job burnout in educational environments is a complex, multidimensional phenomenon, and workload alone cannot be considered its determining factor. Attention to psychological, social, and organizational factors, designing supportive work environments, and enhancing employees’ coping skills are effective strategies to reduce job burnout and maintain mental health and productivity in educational settings.