The Role of Academic Leaders Mentorship in Preventing Burnout Among Newly Hired Teachers in Higher Education

Abstract

This phenomenological study explores how academic leader mentorship prevents burnout among 15 newly hired instructors at a private university. Findings indicate that effective mentorship transcends technical guidance, significantly reducing burnout by assisting with workload management, navigating institutional culture, and fostering work-life balance. Participants identified emotional support—rooted in empathy and reassurance—as a critical factor in building psychological resilience. Key mentoring strategies included encouraging healthy routines, reflective practices, and peer networking. The results emphasize that for mentorship to be a truly empowering tool for teacher retention, it must be emotionally responsive and tailored to individual needs. Consequently, the study recommends that higher education institutions implement structured mentoring programs that prioritize both professional growth and holistic mental health support for early-career faculty.