<![CDATA[Teacher burnout has become an increasing concern within the Malaysian education sector, where heightened job demands continue to challenge teachers' psychological well-being and professional performance. Although previous studies have identified various determinants of burnout, limited evidence has examined the combined influence of job demands and job resources among Malaysian secondary school teachers using the Job Demands–Resources (JD-R) model. This study therefore investigated the effects of school leadership support, student behaviour, school performance, and workload on job burnout among secondary school teachers in Kuala Muda District, Kedah, Malaysia. A quantitative cross-sectional design was employed, involving 135 teachers selected from secondary schools in the district. Data were collected using a structured questionnaire and analysed using descriptive statistics, Pearson correlation, and multiple regression analyses. The findings revealed that workload was the strongest predictor of job burnout, while student behaviour also significantly predicted burnout after controlling for other variables. These findings highlight the dominant role of job demands, particularly workload, in explaining teacher burnout within the study context and provide empirical support for applying the JD-R model in Malaysian secondary schools. The study offers practical insights for school administrators and policymakers to prioritise workload management and develop evidence-informed strategies to safeguard teachers' well-being and sustain educational quality.]]>
