Workload, Experience, and Gender Differences in Teacher Burnout: A Study of College English Educators in China

Abstract

Teacher burnout has emerged as a critical issue in higher education, affecting both educator well-being and instructional quality. Drawing on the Job Demands–Resources (JD–R) theory, this study aimed to assess the level of burnout among college English teachers in Jilin Province, China, and to examine the demographic and workload-related factors associated with burnout. Existing literature indicates that excessive job demands, limited resources, and individual characteristics significantly contribute to burnout in academic contexts. A quantitative cross-sectional design was employed, with data collected from 180 college English teachers across six higher education institutions using the Maslach Burnout Inventory–Educators Survey (MBI-ES). Descriptive statistics, t-tests, ANOVA, and multiple linear regression analyses were conducted. The findings revealed a moderate level of burnout, with emotional exhaustion and reduced personal accomplishment more pronounced than depersonalization. Female gender, higher teaching load, and higher academic rank were positively associated with burnout, while greater teaching experience was negatively associated. Institution type was not a significant predictor. These findings highlight the central role of workload and career-stage factors in shaping burnout. The study contributes to the advancement of Sustainable Development Goal 3 and Sustainable Development Goal 4 by emphasizing the importance of teacher well-being in achieving sustainable and high-quality education systems. It is concluded that targeted institutional strategies focusing on workload management and career-stage support are essential to mitigate burnout and enhance educational outcomes in higher education.