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What Pushes University Professors to Burnout? A Systematic Review of Sociodemographic and Psychosocial Determinants

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  • Henry Cadena-Povea

    (Facultad de Educación, Ciencia y Tecnología, Universidad Técnica del Norte, Ibarra 100105, Ecuador)

  • Marco Hernández-Martínez

    (Facultad de Educación, Ciencia y Tecnología, Universidad Técnica del Norte, Ibarra 100105, Ecuador)

  • Gabriela Bastidas-Amador

    (Facultad de Educación, Ciencia y Tecnología, Universidad Técnica del Norte, Ibarra 100105, Ecuador)

  • Hugo Torres-Andrade

    (Facultad de Educación, Ciencia y Tecnología, Universidad Técnica del Norte, Ibarra 100105, Ecuador)

Abstract

Burnout syndrome is a growing concern in higher education, affecting the psychological well-being and performance of university professors. This systematic review presents a narrative synthesis of findings from quantitative studies on sociodemographic and psychosocial determinants of academic burnout. Following PRISMA 2020 guidelines, sixty peer-reviewed articles published between Jan 2019 and May 2024 were selected from Scopus and Web of Science. Inclusion criteria required validated psychometric instruments and exclusive focus on university faculty. Methodological quality was assessed using the Newcastle-Ottawa Scale and CASP checklist. Data from approximately 43,639 academic staff were analyzed. Key risk factors identified include excessive workload, lack of institutional support, and workplace conflict. In contrast, collegial support, participative leadership, and job satisfaction functioned as protective elements. Variables such as age, gender, academic rank, and employment stability significantly influenced burnout vulnerability. While general patterns were observed across studies, differences in design and sampling require caution in generalization. The evidence supports the implementation of integrated strategies encompassing mental health programs, workload regulation, participatory governance, and culturally responsive approaches. These findings inform the development of institutional policies aimed at preventing burnout and fostering academic well-being. Future research should adopt longitudinal and cross-cultural designs to further explore burnout trajectories and support educational reform.

Suggested Citation

  • Henry Cadena-Povea & Marco Hernández-Martínez & Gabriela Bastidas-Amador & Hugo Torres-Andrade, 2025. "What Pushes University Professors to Burnout? A Systematic Review of Sociodemographic and Psychosocial Determinants," IJERPH, MDPI, vol. 22(8), pages 1-27, August.
    • Handle: RePEc:gam:jijerp:v:22:y:2025:i:8:p:1214-:d:1715529
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    1. Renata Teles & Antonio Valle & Susana Rodríguez & Isabel Piñeiro & Bibiana Regueiro, 2020. "Perceived Stress and Indicators of Burnout in Teachers at Portuguese Higher Education Institutions (HEI)," IJERPH, MDPI, vol. 17(9), pages 1-11, May.
    2. Carlos Freire & María del Mar Ferradás & Alba García-Bértoa & José Carlos Núñez & Susana Rodríguez & Isabel Piñeiro, 2020. "Psychological Capital and Burnout in Teachers: The Mediating Role of Flourishing," IJERPH, MDPI, vol. 17(22), pages 1-14, November.
    3. Daniela Converso & Ilaria Sottimano & Giorgia Molinengo & Barbara Loera, 2019. "The Unbearable Lightness of the Academic Work: The Positive and Negative Sides of Heavy Work Investment in a Sample of Italian University Professors and Researchers," Sustainability, MDPI, vol. 11(8), pages 1-16, April.
    4. Huaruo Chen & Fan Liu & Liman Pang & Fei Liu & Tingting Fang & Ya Wen & Shi Chen & Zhiyao Xie & Xuehui Zhang & Yihong Zhao & Xueying Gu, 2020. "Are You Tired of Working amid the Pandemic? The Role of Professional Identity and Job Satisfaction against Job Burnout," IJERPH, MDPI, vol. 17(24), pages 1-14, December.
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