Determinants of burnout in higher education professors: a systematic literature review

Objective. This study aimed to identify variables contributing to mental work overload among higher education professors. Methods. A systematic literature review was conducted using articles from the Web of Science and Scopus databases, applying a 16-year filter and following the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) and PICO (Population, Intervention, Control and Outcomes) strategies. Results. From 1096 records, 30 met all inclusion criteria. Most studies applied cross-sectional designs with online questionnaires and used the Maslach burnout inventory (MBI) to assess burnout symptoms. The most frequently reported factors were high workload, organizational problems, academic productivity pressure and work–family conflict. These variables were consistently associated with psychological impacts such as burnout, anxiety and depression. Conclusion. The findings emphasize the need for institutional actions to mitigate mental overload and promote well-being among faculty members. Additionally, the review revealed a notable gap in the literature regarding university professors, as most existing studies focus on primary and secondary education professionals.