The Impact of Alexithymia on Burnout and Job Performance among Management Education Teachers

Abstract

Management education teachers play a vital role in promoting students’ development, but they often face high workload demands, performance pressure, and limited institutional support, increasing risk of burnout. This study examined the influence of alexithymia dimensions on burnout subtypes and job performance among management education teachers in higher education institutions in India. A quantitative design was used with 385 teachers (41.3% female, 58.7% male). Data were collected using the Toronto Alexithymia Scale, Burnout Clinical Subtype Questionnaire, and Job Performance Scale, and analyzed statistically. Results showed that externally oriented thinking was positively associated with the frenetic burnout subtype and job performance. Difficulty identifying feelings was positively related to the under-challenged subtype and negatively related to job performance. The worn-out subtype showed a negative association with job performance. Overall, alexithymia increased vulnerability to burnout. Emotional awareness and coping skills are essential for maintaining performance. Psychological support, emotional intelligence training, and stress management interventions are recommended for improving teacher well-being and effectiveness in higher education contexts in India overall.