Beyond the Classroom: Institutional Stressors Fuelling Burnout in Higher Education

Burnout has become a significant concern in higher education institutions, affecting employee well-being, productivity, and organizational sustainability. This study examined the prevalence and determinants of burnout among 729 academic staff across seven campuses of Kolej Poly-Tech MARA Sdn. Bhd. (KPTMSB) using a cross-sectional survey design. Burnout was assessed using the Maslach Burnout Inventory (MBI), alongside measures of administrative workload and work-family conflict. The findings revealed that work-related exhaustion was the most prevalent burnout dimension, affecting 39.1% of respondents, followed by role clarity and job demands (28.4%) and self-exhaustion (27.1%). Emotional exhaustion, depersonalization, and reduced personal accomplishment were reported at moderate to high levels among a substantial proportion of academic staff. Audit documentation, the trimester study system, work-family conflict, bureaucracy, and tasks beyond formal job responsibilities emerged as the primary contributors to burnout. Qualitative findings further highlighted the burden of non-core responsibilities, excessive administrative demands, and difficulties maintaining work-life balance. Although burnout levels varied across campuses, the differences were not statistically significant, indicating that burnout is primarily driven by institution-wide rather than campus-specific factors. The findings underscore the need for systemic institutional reforms, including the digitization of administrative processes, workload redistribution, review of the trimester system, and initiatives that support employee well-being and work-life balance. Future longitudinal studies are recommended to evaluate the effectiveness of these interventions and provide evidence-based strategies for reducing burnout in higher education institutions.