Burnout and Idealism of Young Lecturers: Coping Strategies in a Competitive Academic Culture
Keywords:
Academic Burnout, Academic Idealism, Competitive Academic Culture, Coping Strategies, Young Lecturers
Abstract
An increasingly competitive academic culture places young lecturers under various professional demands, including scientific publications, the implementation of the three pillars of higher education (Tri Dharma), and the achievement of institutional performance targets, potentially creating tension between academic idealism and workplace realities while increasing the risk of burnout. This study aims to analyze burnout experiences among young lecturers and identify the coping strategies employed in dealing with academic pressures. The study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and documentation, and analyzed using the interactive model of Miles and Huberman. The findings indicate that burnout among young lecturers is characterized by emotional exhaustion, academic productivity pressure, decreased motivation, and conflicts between institutional demands and academic idealism. The coping strategies identified include problem-focused coping, emotion-focused coping, and meaning-making toward the academic profession. Theoretically, this study expands understanding of the relationship between burnout, academic idealism, and coping within a competitive academic culture. Practically, the findings may serve as a basis for developing psychosocial support policies for young lecturers.
References
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Chukwuemeka, U. M., Okonkwo, U. P., Njoku, C. J., Igwe, S. E., Oyewumi, T. J., & Ugwuanyi, D. C. (2023). Work-related stress, quality of life, and coping mechanism among lecturers in a Tertiary Educational Institution in Anambra State, Nigeria. BMC Psychology, 11(1). https://doi.org/10.1186/s40359-023-01114-5
Deswara, R. E., Isnaeni, A., & Purnama, R. (2023). Balancing Work and Values: Key Factors in Reducing Lecturer Burnout. ANFUSINA: JOURNAL OF PSYCHOLOGY, 6(2). https://doi.org/10.24042/ajp.v6i2.23891
Devonport, T. J., Biscomb, K., & Lane, A. M. (2008). Sources of stress and the use of anticipatory, preventative and proactive coping strategies by higher education lecturers. Journal of Hospitality, Leisure, Sport and Tourism Education, 7(1), 70–81. https://doi.org/10.3794/johlste.71.177
Dinh, T. P. T. (2026). Personal factors and teacher stress: implications for EFL lecturers in higher education. Tạp Chí Khoa Học và Công Nghệ Trường Đại Học Công Nghệ Đông Á, 2(2), 137–146. https://doi.org/10.65153/g6xvr503
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George, B., & Wooden, O. (2023). Managing the Strategic Transformation of Higher Education through Artificial Intelligence. Administrative Sciences, 13(9). https://doi.org/10.3390/admsci13090196
Gonzales, M. L. G., Ocampo, G. G., Teres, M. C. Q., & Salazar, L. C. N. (2022). Burnout in University Professors: Self-regulation and co-regulation as Coping Strategies. Electronic Journal of Research in Educational Psychology, 21(1), 147–172.
Gultom, E. J. (2022). Challenges and Coping Strategies of English Lecturers in Teaching English Skill Subjects inthe New Normal. Diseminasi Nasional Hasil Penelitiandan Pengabdian Kepada Masyarakat, 200–220. https://proceeding.unindra.ac.id/index.php/dinamika
Iloakasia, A. J. (2024). Coping strategies, work-life balance programs, and their impact on professional performance of female lecturers in tertiary institutions in Anambra and Enugu States. Indonesian Journal of Learning and Educational Studies, 2(2), 98–118. www.jurnal.piramidaakademi.com/index.php/ijles
Isa, K., & Palpanadan, S. T. (2020). Prevalence causes of stress and coping strategies among malaysian university lecturers. International Journal of Higher Education, 9(5), 312–321. https://doi.org/10.5430/ijhe.v9n5p312
Kaborloomene, B. ;, Ekenedo, G. O. &, & Onyeaso, A. O. (2023). Stress Coping Strategies Among Lecturers In Tertiary Institutions In Rivers State. International Journal of Innovative Social Sciences & Humanities Research, 11(4), 156–162. www.seahipublications.org
Katyeudo, K. K., & de Souza, R. A. C. (2022). Digital Transformation towards Education 4.0. Informatics in Education, 21(2), 283–309. https://doi.org/10.15388/infedu.2022.13
Kovalkova, T., & Malkova, T. (2021). Burnout Syndrome: A Study among Lecturers. Proceedings of the International Conference on Economies, Law and Education Reseach, 69–74.
Lawer, T. D., Adom-Mensah, B. A., Akoto, J. S., & Ocansey, F. (2025). Sources of Perceived Stress and Coping Strategies among Ghanaian University Lecturers. Acta Educationis Generalis, 15(1), 112–132. https://doi.org/10.2478/atd-2025-0008
Leijon, M., Gudmundsson, P., Staaf, P., & Christersson, C. (2022). Challenge based learning in higher education– A systematic literature review. Innovations in Education and Teaching International, 59(5), 609–618. https://doi.org/10.1080/14703297.2021.1892503
Loyens, S. M. M., van Meerten, J. E., Schaap, L., & Wijnia, L. (2023). Situating Higher-Order, Critical, and Critical-Analytic Thinking in Problem- and Project-Based Learning Environments: A Systematic Review. In Educational Psychology Review (Vol. 35, Number 2). Springer. https://doi.org/10.1007/s10648-023-09757-x
Mohamed Hashim, M. A., Tlemsani, I., & Matthews, R. (2022). Higher education strategy in digital transformation. Education and Information Technologies, 27, 3171–3195. https://doi.org/10.1007/s10639-021-10739-1
Mosleh, S. M., Kasasbeha, M. A., Aljawarneh, Y. M., Alrimawi, I., & Saifan, A. R. (2022). The impact of online teaching on stress and burnout of academics during the transition to remote teaching from home. BMC Medical Education, 22(1). https://doi.org/10.1186/s12909-022-03496-3
Nisar Ul Haq, M., Khan, M. A., & Mehmood, S. (2020). Effect of Job Stressors on Job Performance of Lecturer Physical Education: Mediating Role of Coping Mechanism (Relaxation Coping). Global Educational Studies Review, V(IV), 1–9. https://doi.org/10.31703/gesr.2020(v-iv).01
Ogwueru, C., & Augusta, T. (2025). Stress Management Strategies Among University Lecturers in Bayelsa State. International Journal of Social Sciences and Management Studies, 4(2), 55–72.
Sadji Evenddy, S., & Gailea, N. (2023). Exploring the Benefits and Challenges of Project-Based Learning in Higher Education. PPSDP International Journal of Education, 2(2), 458–469.
Schwartz, H. N., Skoog-Hoffman, A., Polman, J., Kelly, O., Bañales, J., & Jagers, R. (2023). Integrated Learning, Integrated Learning: Highlighting Opportunities for Transformative Sel Within Academic Instruction. Casel.
Stamati, K., & Willmott, L. (2023). Preparing UK PhD students towards employability: a social science internship programme to enhance workplace skills. Journal of Further and Higher Education, 47(2), 151–166. https://doi.org/10.1080/0309877X.2022.2102411
Tusriyanto, Siminto, & Az Zaakiyyah, H. K. (2024). Innovative Strategies to Enhance the Quality of Higher Education Management: Human Resource Development and the Critical Role of Communication. Journal of Contemporary Administration and Management (ADMAN), 2(1), 331–336. https://doi.org/10.61100/adman.v2i1.128
Urakova, A., & Pyyhtinen, O. (2025). Beyond Competitiveness? Academic Gift Culture and Its Discontents. Cultural Sociology. https://doi.org/10.1177/17499755251332326
Xia, Q., Weng, X., Ouyang, F., Lin, T. J., & Chiu, T. K. F. (2024). A scoping review on how generative artificial intelligence transforms assessment in higher education. In International Journal of Educational Technology in Higher Education (Vol. 21, Number 1). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1186/s41239-024-00468-z
Yingying, S., Omar, M. K., & Ismail, N. (2025). Job stress and burnout among lecturers: a systematic literature review and meta analysis. In Frontiers in Psychology (Vol. 16). Frontiers Media SA. https://doi.org/10.3389/fpsyg.2025.1673812
Yusuf, A., Pervin, N., & Román-González, M. (2024). Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-024-00453-6
Zhao, X., & Ding, S. (2020). Phenomenology of burnout syndrome and connection thereof with coping strategies and defense mechanisms among university professors. European Journal of Investigation in Health, Psychology and Education, 10(1), 82–93. https://doi.org/10.3390/ejihpe10010008
Alenezi, M. (2021). Deep dive into digital transformation in higher education institutions. Education Sciences, 11(12). https://doi.org/10.3390/educsci11120770
Amponsah, K. D., Adasi, G. S., Mohammed, S. M., Ampadu, E., & Okrah, A. K. (2020). Stressors and coping strategies: The case of teacher education students at University of Ghana. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1727666
Ayar, Z. (2023). The Coping Strategies of English Instructors and Teachers with Perceived Stress While Giving Synchronous E-Lectures in the COVID-19 Era: A Non-Native EFL Context. REFLections, 30(3), 596–619.
Cadena-Povea, H., Hernández-Martínez, M., Bastidas-Amador, G., & Torres-Andrade, H. (2025). What Pushes University Professors to Burnout? A Systematic Review of Sociodemographic and Psychosocial Determinants. In International Journal of Environmental Research and Public Health (Vol. 22, Number 8). Multidisciplinary Digital Publishing Institute (MDPI). https://doi.org/10.3390/ijerph22081214
Cao, B., Hassan, N. C., & Omar, M. K. (2025). Interventions to Reduce Burnout Among University Lecturers: A Systematic Literature Review. In Behavioral Sciences (Vol. 15, Number 5). Multidisciplinary Digital Publishing Institute (MDPI). https://doi.org/10.3390/bs15050649
Chiu, T. K. F. (2024). Future research recommendations for transforming higher education with generative AI. Computers and Education: Artificial Intelligence, 6. https://doi.org/10.1016/j.caeai.2023.100197
Chukwuemeka, U. M., Okonkwo, U. P., Njoku, C. J., Igwe, S. E., Oyewumi, T. J., & Ugwuanyi, D. C. (2023). Work-related stress, quality of life, and coping mechanism among lecturers in a Tertiary Educational Institution in Anambra State, Nigeria. BMC Psychology, 11(1). https://doi.org/10.1186/s40359-023-01114-5
Deswara, R. E., Isnaeni, A., & Purnama, R. (2023). Balancing Work and Values: Key Factors in Reducing Lecturer Burnout. ANFUSINA: JOURNAL OF PSYCHOLOGY, 6(2). https://doi.org/10.24042/ajp.v6i2.23891
Devonport, T. J., Biscomb, K., & Lane, A. M. (2008). Sources of stress and the use of anticipatory, preventative and proactive coping strategies by higher education lecturers. Journal of Hospitality, Leisure, Sport and Tourism Education, 7(1), 70–81. https://doi.org/10.3794/johlste.71.177
Dinh, T. P. T. (2026). Personal factors and teacher stress: implications for EFL lecturers in higher education. Tạp Chí Khoa Học và Công Nghệ Trường Đại Học Công Nghệ Đông Á, 2(2), 137–146. https://doi.org/10.65153/g6xvr503
Fakhri, M. M., Ahmar, A. S., Isma, A., Rosidah, R., & Fadhilatunisa, D. (2024). Exploring Generative AI Tools Frequency: Impacts on Attitude, Satisfaction, and Competency in Achieving Higher Education Learning Goals. EduLine: Journal of Education and Learning Innovation, 4(1), 196–208. https://doi.org/10.35877/454ri.eduline2592
George, B., & Wooden, O. (2023). Managing the Strategic Transformation of Higher Education through Artificial Intelligence. Administrative Sciences, 13(9). https://doi.org/10.3390/admsci13090196
Gonzales, M. L. G., Ocampo, G. G., Teres, M. C. Q., & Salazar, L. C. N. (2022). Burnout in University Professors: Self-regulation and co-regulation as Coping Strategies. Electronic Journal of Research in Educational Psychology, 21(1), 147–172.
Gultom, E. J. (2022). Challenges and Coping Strategies of English Lecturers in Teaching English Skill Subjects inthe New Normal. Diseminasi Nasional Hasil Penelitiandan Pengabdian Kepada Masyarakat, 200–220. https://proceeding.unindra.ac.id/index.php/dinamika
Iloakasia, A. J. (2024). Coping strategies, work-life balance programs, and their impact on professional performance of female lecturers in tertiary institutions in Anambra and Enugu States. Indonesian Journal of Learning and Educational Studies, 2(2), 98–118. www.jurnal.piramidaakademi.com/index.php/ijles
Isa, K., & Palpanadan, S. T. (2020). Prevalence causes of stress and coping strategies among malaysian university lecturers. International Journal of Higher Education, 9(5), 312–321. https://doi.org/10.5430/ijhe.v9n5p312
Kaborloomene, B. ;, Ekenedo, G. O. &, & Onyeaso, A. O. (2023). Stress Coping Strategies Among Lecturers In Tertiary Institutions In Rivers State. International Journal of Innovative Social Sciences & Humanities Research, 11(4), 156–162. www.seahipublications.org
Katyeudo, K. K., & de Souza, R. A. C. (2022). Digital Transformation towards Education 4.0. Informatics in Education, 21(2), 283–309. https://doi.org/10.15388/infedu.2022.13
Kovalkova, T., & Malkova, T. (2021). Burnout Syndrome: A Study among Lecturers. Proceedings of the International Conference on Economies, Law and Education Reseach, 69–74.
Lawer, T. D., Adom-Mensah, B. A., Akoto, J. S., & Ocansey, F. (2025). Sources of Perceived Stress and Coping Strategies among Ghanaian University Lecturers. Acta Educationis Generalis, 15(1), 112–132. https://doi.org/10.2478/atd-2025-0008
Leijon, M., Gudmundsson, P., Staaf, P., & Christersson, C. (2022). Challenge based learning in higher education– A systematic literature review. Innovations in Education and Teaching International, 59(5), 609–618. https://doi.org/10.1080/14703297.2021.1892503
Loyens, S. M. M., van Meerten, J. E., Schaap, L., & Wijnia, L. (2023). Situating Higher-Order, Critical, and Critical-Analytic Thinking in Problem- and Project-Based Learning Environments: A Systematic Review. In Educational Psychology Review (Vol. 35, Number 2). Springer. https://doi.org/10.1007/s10648-023-09757-x
Mohamed Hashim, M. A., Tlemsani, I., & Matthews, R. (2022). Higher education strategy in digital transformation. Education and Information Technologies, 27, 3171–3195. https://doi.org/10.1007/s10639-021-10739-1
Mosleh, S. M., Kasasbeha, M. A., Aljawarneh, Y. M., Alrimawi, I., & Saifan, A. R. (2022). The impact of online teaching on stress and burnout of academics during the transition to remote teaching from home. BMC Medical Education, 22(1). https://doi.org/10.1186/s12909-022-03496-3
Nisar Ul Haq, M., Khan, M. A., & Mehmood, S. (2020). Effect of Job Stressors on Job Performance of Lecturer Physical Education: Mediating Role of Coping Mechanism (Relaxation Coping). Global Educational Studies Review, V(IV), 1–9. https://doi.org/10.31703/gesr.2020(v-iv).01
Ogwueru, C., & Augusta, T. (2025). Stress Management Strategies Among University Lecturers in Bayelsa State. International Journal of Social Sciences and Management Studies, 4(2), 55–72.
Sadji Evenddy, S., & Gailea, N. (2023). Exploring the Benefits and Challenges of Project-Based Learning in Higher Education. PPSDP International Journal of Education, 2(2), 458–469.
Schwartz, H. N., Skoog-Hoffman, A., Polman, J., Kelly, O., Bañales, J., & Jagers, R. (2023). Integrated Learning, Integrated Learning: Highlighting Opportunities for Transformative Sel Within Academic Instruction. Casel.
Stamati, K., & Willmott, L. (2023). Preparing UK PhD students towards employability: a social science internship programme to enhance workplace skills. Journal of Further and Higher Education, 47(2), 151–166. https://doi.org/10.1080/0309877X.2022.2102411
Tusriyanto, Siminto, & Az Zaakiyyah, H. K. (2024). Innovative Strategies to Enhance the Quality of Higher Education Management: Human Resource Development and the Critical Role of Communication. Journal of Contemporary Administration and Management (ADMAN), 2(1), 331–336. https://doi.org/10.61100/adman.v2i1.128
Urakova, A., & Pyyhtinen, O. (2025). Beyond Competitiveness? Academic Gift Culture and Its Discontents. Cultural Sociology. https://doi.org/10.1177/17499755251332326
Xia, Q., Weng, X., Ouyang, F., Lin, T. J., & Chiu, T. K. F. (2024). A scoping review on how generative artificial intelligence transforms assessment in higher education. In International Journal of Educational Technology in Higher Education (Vol. 21, Number 1). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1186/s41239-024-00468-z
Yingying, S., Omar, M. K., & Ismail, N. (2025). Job stress and burnout among lecturers: a systematic literature review and meta analysis. In Frontiers in Psychology (Vol. 16). Frontiers Media SA. https://doi.org/10.3389/fpsyg.2025.1673812
Yusuf, A., Pervin, N., & Román-González, M. (2024). Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-024-00453-6
Zhao, X., & Ding, S. (2020). Phenomenology of burnout syndrome and connection thereof with coping strategies and defense mechanisms among university professors. European Journal of Investigation in Health, Psychology and Education, 10(1), 82–93. https://doi.org/10.3390/ejihpe10010008
Published
2026-10-29
How to Cite
Reni Alfiyah, & Salwia, S. (2026). Burnout and Idealism of Young Lecturers: Coping Strategies in a Competitive Academic Culture. PEDAGOGIKA, 17(2), 199-212. https://doi.org/10.37411/pedagogika.v17i2.4993
Section
Articles
Copyright (c) 2026 Reni Alfiyah, Salwia Salwia
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
