https://ejournal-fip-ung.ac.id/ojs/index.php/pedagogika <p style="text-align: justify;" align="justify"><strong>PEDAGOGIKA</strong> is a scientific periodical journal published by <span class="tlid-translation translation" lang="en"><span class="" title="">Gorontalo State University,</span></span>&nbsp;<span class="tlid-translation translation" lang="en"><span class="" title="">Faculty</span></span> of Education. <strong>PEDAGOGIKA</strong> with registered number ISSN p-2086-4469, ISSN e-2716-0580 is a collection of educational scientific articles, especially in the fields of educational sciences such as Educational Management, Guidance and Counseling, Primary/Elementary and Teacher Education, Early Childhood and Teacher Education, Educational Technology and others. <strong>PEDAGOGIKA</strong> were a publication for academics and practitioners in the field of education published articles resulting in research. PEDAGOGIKA rise 2 (two) times a year in April and October.</p> <p align="justify"><strong>ISSN Online</strong> <a href="http://u.lipi.go.id/1579133039" target="_blank" rel="noopener">2716-0580</a> <strong>│</strong> <strong>ISSN Print</strong> <a href="http://u.lipi.go.id/1338082589" target="_blank" rel="noopener">2086-4469</a></p> Fakultas Ilmu Pendidikan Universitas Negeri Gorontalo en-US PEDAGOGIKA 2086-4469 https://ejournal-fip-ung.ac.id/ojs/index.php/pedagogika/article/view/4993 <p><em>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.</em></p> Reni Alfiyah Salwia Salwia Copyright (c) 2026 Reni Alfiyah, Salwia Salwia https://creativecommons.org/licenses/by-sa/4.0 2026-10-29 2026-10-29 17 2 199 212 10.37411/pedagogika.v17i2.4993