Burnout in Higher Education: Challenging the Assumption of Dimensional Convergence

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This cross-sectional study examines burnout among academic staff in higher education, with particular attention to whether burnout dimensions converge as a unified syndrome. Guided by Maslach’s theory of burnout, data were collected using the Maslach Burnout Inventory–Educators Survey (MBI–ES). One-sample t tests were conducted to compare burnout dimension scores with their respective scale midpoints. Emotional exhaustion was slightly above the midpoint, personal accomplishment significantly above it, and depersonalisation significantly below it. These findings indicate that the burnout dimensions did not co-occur uniformly among academic staff. Despite extensive literature reporting high occupational stress in academia, the results suggest relatively low levels of burnout and challenge the assumption that burnout necessarily manifests through the simultaneous presence of all three dimensions. The findings support a more differentiated conceptualisation of burnout and underscore the need for greater clarity in its measurement and interpretation in higher education contexts.

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