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Introduces the conceptual origin, research background, and current status of studies on job burnout among university faculty in China. Job burnout was first proposed by Freudenberger in 1974, with university faculty being one of the high-risk groups. Domestic research in China started later than abroad, beginning in the early 21st century. In recent years, with the advancement of higher education reforms, domestic researchers have shown increased attention to the topic. Existing literature reviews exhibit limitations in methodology and research subjects. This study will conduct a systematic review of empirical research on job burnout among university faculty in China from 2014 to 2023.

I. Research Design

Presents the design of a systematic literature review on empirical studies of job burnout among university faculty. The study aims to analyze core journal articles from three major Chinese databases (2014–2023) to answer four questions regarding research trends, design characteristics, methods, and themes. Literature retrieval and screening followed systematic review procedures, narrowing down 672 articles to 36. A coding analysis system was established, covering theoretical support, research subjects, methods, and themes, with two researchers independently coding and reaching consensus.

II. Results Analysis

Analyzes the publication trends of empirical studies on job burnout among university faculty, finding that the 36 articles primarily appeared in education, medical-health, and language journals, with fluctuating publication numbers over the past decade and the highest output in 2015. Regarding research design characteristics, researchers' disciplinary backgrounds were concentrated in education, linguistics, etc., with university faculty as the main subjects. Sample sizes mostly ranged from 150 to 300, with female faculty overrepresented. Methodologically, 28 of the 36 studies were quantitative, while 4 were qualitative, primarily using questionnaires and interviews for data collection, with SPSS for quantitative analysis and NVivo for qualitative analysis. Research themes were categorized into three areas: burnout status and causes, individual factors and burnout, and social factors and burnout.

III. Current Status of Research on Job Burnout Among University Faculty

Domestic empirical research on job burnout among university faculty suffers from insufficient theoretical construction, lack of process-oriented studies, methodological monotony, and limited thematic diversity. Most studies lack theoretical grounding, relying mainly on interviews or questionnaires for data collection. Domestic researchers could develop richer theoretical models or adopt established ones to explain burnout mechanisms. Existing studies are predominantly cross-sectional, lacking longitudinal tracking to reveal burnout's developmental and interactive dynamics. Quantitative studies dominate but often rely on basic descriptive statistics, with limited use of multivariate methods; qualitative and mixed-methods studies are rare. Research themes focus mainly on burnout status, causes, and mediating effects, while outcomes of burnout and student-related factors remain underexplored.

IV. Conclusions and Future Directions

Through a systematic literature review, this study analyzed 36 empirical studies on job burnout among Chinese university faculty (2014–2023). Findings indicate limited domestic researcher attention, a predominance of quantitative methods, and insufficient scientific rigor and diversity. Themes primarily address burnout status and causes, with inadequate exploration of individual and social factors. Researchers' disciplines are concentrated in education and linguistics, with minimal psychological research engagement. Male faculty burnout is understudied, and small sample sizes in quantitative studies may compromise reliability. The study calls for greater participation, especially from psychology researchers, to advance local theory-building, conduct dynamic research, include male faculty, enrich qualitative and mixed-methods studies, and expand themes to teaching quality and mental health, fostering personal development and pedagogical progress.

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