Work environment factors contributing to burnout for university teachers in Kazakhstan
Views: 214 / PDF downloads: 58
DOI:
https://doi.org/10.32523/2616-678X-2025-153-4-328-342Keywords:
burnout, work environment, university teachers, Kazakhstan, wellbeing, higher education, educatorsAbstract
The study explores work environment factors contributing to burnout among university teachers in Kazakhstan. Using a descriptive survey design, data were collected from 113 faculty members across pedagogical universities to examine perceptions of workload, time management, work-balance, and institutional support. The results reveal that excessive workload and administrative responsibilities are major contributors to emotional exhaustion and disengagement from teaching duties. More than half of the respondents reported feeling overwhelmed, while a smaller proportion demonstrated resilience and effective coping strategies. Positive aspects emerged through collegial relationships and recognition, which were found to mitigate burnout and enhance motivation. However, perceptions of administrative responsiveness to faculty concerns regarding stress and well-being were divided, reflecting inconsistencies in institutional practices. The study concludes that burnout is a systemic issue influenced by organizational structures, support mechanisms, and recognition systems rather than solely individual factors. These findings underscore the significance of promoting balanced workloads, strengthening administrative engagement, and fostering a supportive academic culture to sustain teacher wellbeing and productivity within Kazakhstan’s higher education institutions.
Downloads
Published
How to Cite
Issue
Section
License
Here is the academic English version suitable for publication on the journal website:
The academic journal “Bulletin of L.N. Gumilyov Eurasian National University. Philology Series” adheres to an Open Access policy for all published materials, based on the principle of free and equitable dissemination of scholarly knowledge. The Editorial Board believes that open access to research results contributes to the advancement of philological science, strengthens academic communication, and promotes the integration of national research into the international scientific community.
1. Free and Open Access
All articles published in the journal are made openly available on the official website of the journal and are accessible to all users without restrictions, registration, or payment.
Users are entitled to:
-
freely read and download materials;
-
copy and distribute the texts of publications;
-
print articles;
-
use materials for scientific and educational purposes, provided that proper attribution is given to the author(s) and the original source of publication.
2. Licensing
Journal materials are distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license:
https://creativecommons.org/licenses/by-nc/4.0/
This license permits the use, copying, distribution, and adaptation of the materials for non-commercial purposes, provided that appropriate credit is given to the author(s) and a link to the original publication is included.
3. Benefits of Open Access
The Open Access policy ensures:
-
increased visibility and citation of scholarly publications;
-
prompt dissemination of research findings in the fields of philology, linguistics, literary studies, and translation studies;
-
expansion of international academic cooperation;
-
access for readers to up-to-date scientific information without financial or technical barriers.
The Editorial Board is committed to ensuring transparency in editorial processes, maintaining high standards of peer review, and providing broad accessibility to research outcomes in the field of philological studies.
