TREND OF RESEARCH ON JOB BURNOUT AND JOB SATISFACTION AMONG UNIVERSITY TEACHERS

Abstract

With the intensification of competition in higher education, university teachers face increasing work pressure and declining job satisfaction, which negatively impacts their professional identity, well-being, and teaching/research quality. Job burnout—characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment—is closely linked to high job demands and insufficient resources. This paper systematically reviews domestic and international research on job burnout and job satisfaction among university teachers, analyzing key influencing factors (social, organizational, professional, and personal), theoretical frameworks (e.g., JD-R Model, Two-Factor Theory), measurement tools (e.g., MBI, MSQ), and intervention strategies (preventive and curbing measures at individual and organizational levels). It highlights the need for context-specific, systematic, and longitudinal research, and proposes future directions including methodological innovation (e.g., big data), enhanced applicability, localization, and interdisciplinary approaches. The findings aim to support evidence-based policies to improve teacher well-being and higher education quality.