Burnout Syndrome in University Teachers: A Review of the Literature

• Published in: The international journal of educational organization and leadership 2022, Vol.29 (2), p.33-46
• Main Authors: Mula-Falcón, Javier, Cruz González, Cristina, Lucena Rodríguez, Carmen
• Format: Article
• Language: English
• Subjects: Burnout; Higher education; Literature reviews; Mental health; Social Environment; Stress; Teaching
• ISSN: 2329-1656; 2329-1591
• DOI: 10.18848/2329-1656/CGP/v29i02/33-46

This study consists of a systematic review of the literature; the main objective is to analyze the most recent studies on the impact of the new higher education scenario on the mental health (burnout syndrome) of academics. To this end, bibliographic search was carried out in different databases (Web of Science [WoS], Scopus, and Education Resources Information Center [ERIC]), which yielded a total of twenty-one documents. Recent changes in higher education have had an impact on the professional activity of university teachers, especially affecting their mental health. The main findings include the important impact of evaluations and teaching and research work on stress levels; the innumerable consequences that burnout syndrome has on teaching staff; and the existence of individual and social variables that influence stress levels. In this last sense, being a woman increases stress levels while a good relationship with the closest social context (work group, colleagues, etc.) decreases them. Finally, future lines of research are highlighted, including the development of more studies from a qualitative approach and from the critical paradigm, as well as more research to better understand the impact that the closest social context generates in teachers.