A ailable online a www. ajou nals.in
In e na ional Jou nal o Managemen and Economics
In en ion
ISSN: 2395-7220
DOI: 10.47191/ijmei/ 11i10.04
Volume: 11 Issue: 10 Oc obe 2025
In e na ional
Open Access
Impac Fac o :
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Page no. 4727-4733
4727
Bui Thi Kim Hue1, IJMEI Volume 11 Issue 10 Oc obe 2025
A S udy on he P e alence o Occupa ional Bu nou Among Lec u e s a
Dong A Uni e si y, Da Nang
Bui Thi Kim Hue1, Lê Quang Sơn2, Lâm Tứ T ung1
1Uni e si y o DongA, 33 Xo Vie Nghe Tinh S ee , Hai Chau Dis ic , Danang, Vie nam
2Uni e si y o Danang, 41 Le Duan S ee , Hai Chau Dis ic , Danang, Vie nam
ARTICLE INFO
ABSTRACT
Published Online:
13 Oc obe 2025
Co esponding Au ho :
Bui Thi Kim Hue
Bu nou is a psychological synd ome a ec ing millions o eache s, including uni e si y
lec u e s, wo ldwide. In Vie nam, lec u e bu nou emains unde explo ed, lea ing majo
heo e ical and empi ical gaps. Bu nou de elops unde sus ained occupa ional s esso s and
excessi e job demands, p oducing p olonged nega i e s a es ma ked by psychological
exhaus ion and a pe sis en sense o being o e whelmed. Con ibu ing ac o s include
p o essional isola ion, insu icien collegial suppo , excessi e wo kload, limi ed au onomy,
inadequa e leade ship engagemen , es ic ed ca ee ad ancemen oppo uni ies, class oom
managemen di icul ies, and un ealis ic ins i u ional expec a ions. The consequences a e
diminished eaching quali y, nega i e o impa ien in e ac ions wi h s uden s, absen eeism,
educed c ea i i y and con idence, and de e io a ing quali y o li e. Bu nou ha ms s uden s,
colleagues, and ins i u ions, and is linked o eache a i ion. This s udy examines he
phenomenon o lec u e bu nou wi hin he con ex o Dong A Uni e si y, aiming o de elop
ailo ed in e en ions and p e en i e s a egies o add ess i .
KEYWORDS: Bu nou , men al heal h, uni e si y lec u e s, Maslach Bu nou In en o y (MBI), Dong A Uni e si y
1. LITERATURE REVIEW
He be J. F eudenbe ge and Ch is ina Maslach laid he
heo e ical ounda ion o bu nou esea ch. F eudenbe ge
in oduced he e m in 1974, iden i ying 12 s ages ha begin
wi h en husias ic commi men and g adually en ol e o
emo ional exhaus ion, cynicism, and nega i e hinking. He
emphasized he emo ional and in e pe sonal s esso s ha
eme ge om in e ac ions among indi iduals. In his s udies,
F eudenbe ge explo ed he psychological aspec s o bu nou ,
examining i s ela ionship wi h pe sonali y ai s, de ense
mechanisms, and coping s a egies. Howe e , se e al
schola s ha e c i iqued F eudenbe ge o ocusing oo much
on indi idual ac o s while o e looking o ganiza ional
con ibu o s. Building upon F eudenbe ge ’s g oundwo k,
Maslach and he colleagues p oposed al e na i e concep ual
models - he Maslach Bu nou In en o y (MBI), which
emains widely used, concep ualizes bu nou as emo ional
exhaus ion, cynicism/depe sonaliza ion, and diminished
pe sonal accomplishmen .
E en so, F eudenbe ge ’s ounda ional con ibu ion emains
indispu able. His emphasis on a ec i e dimension bu nou ,
sel -ca e p ac ices, and o ganiza ional esponsibili y
con inues o in o m esea ch and p e en ion. His seminal
wo k, Bu nou : The High Cos o High Achie emen (1980)
p o ide a deepe insigh s in o bu nou .
F om he 1980s onwa d, esea ch on bu nou expanded
apidly. Whi on S ewa Paine’s Job S ess and Bu nou :
Resea ch, Theo y, and In e en ion Pe spec i es (1982)
p o ided a comp ehensi e o e iew o occupa ional s ess
and bu nou and discussed a ious in e en ions o
p e en ion and managemen . Subsequen ly, P o essional
Bu nou : Recen De elopmen s in Theo y and Resea ch
(Maslach, Schau eli, & Ma ek, 1993, London) compiled
con empo a y schola ship wo ldwide, add essing causes,
consequences, and ea men s. In 2000, Ch is ina Maslach
published The T u h Abou Bu nou : How O ganiza ions
Cause Pe sonal S ess and Wha o Do Abou I , a guing ha
unheal hy o ganiza ional en i onmen s p ecipi a e bu nou
and o e ing p e en i e ecommenda ions. Bu nou : The Cos
o Ca ing (Maslach & Jackson, 2003) is a classic ha e iews
causes, symp oms, and consequences, heo e ical models, and
empi ical esea ch, and p o ides p ac ical guidance o
p e en ion and managemen .
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In Vie nam, al hough no dedica ed esea ch has ye been
conduc ed on lec u e bu nou , ecen yea s ha e wi nessed
an inc easing numbe o heses and schola ly a icles
add essing eache bu nou in gene al. Fo ins ance, T an
Minh Duc (Facul y o Psychology, VNU Hanoi) and his
colleagues in es iga ed “Bu nou among eache s and i s
e ec on dep ession, anxie y, and s ess” (Jou nal o
Psychology, No. 8 (269), 2021). They concep ualized bu nou
as a synd ome esul ing om ch onic and unmanaged
wo kplace s ess, leading o physical and emo ional
exhaus ion. They no ed he pauci y o scien i ic s udies on
Vie namese eache s despi e equen media epo s. They
used he Copenhagen Bu nou In en o y (CBI) o assess
pe sonal, wo k- ela ed, and colleague- ela ed bu nou , and
DASS-21 o measu e dep ession, anxie y, and s ess - inding
s ong posi i e co ela ions among he componen s o
bu nou .
In summa y, he cu en lack o in-dep h s udies on lec u e
bu nou mo i a ed he p esen esea ch o en ich
psychological heo y and p opose p ac ical measu es o help
lec u e s o e come bu nou .
2. THEORETICAL FRAMEWORK
Concep o Bu nou
The concep o occupa ional bu nou was i s in oduced in
he 1970s by He be J. F eudenbe ge , ini ially as eac ions
o in e pe sonal s esso s a wo k, pa icula ly in ca e-
o ien ed p o essions (heal hca e, social wo k, eaching)
(F eudenbe ge , 1975).
Maslach la e elabo a ed he heo y, de ining bu nou as a
synd ome comp ising h ee key componen s: emo ional
exhaus ion, depe sonaliza ion, and educed pe sonal
accomplishmen . Emo ional exhaus ion a ises om a ec i e
demands; depe sonaliza ion mani es s as cynicism,
nega i i y, o de achmen owa d pa ien s/s uden s; educed
pe sonal accomplishmen in ol es sel -doub and pe cei ed
ine ec i eness a wo k (Maslach & Lei e , 2016).
F eudenbe ge classi ied bu nou symp oms in o h ee
ca ego ies: physical, psychological, and beha io al
ca ego ies, o en p esen ing as de ici s: “lack o ene gy,
in e es , en husiasm, mo i a ion, sa is ac ion, passion, ideas,
concen a ion, sel -con idence, and humo ” (Fon es, 2020).
The Wo ld Heal h O ganiza ion (WHO) included bu nou in
ICD-11 as an occupa ional phenomenon a he han a medical
condi ion. ICD-11 de ines bu nou as esul ing om ch onic
wo kplace s ess no success ully managed, cha ac e ized by:
(1) eelings o ene gy deple ion/exhaus ion; (2) inc eased
men al dis ance om one’s job, o nega i ism/cynicism
ela ed o one’s job; and (3) educed p o essional e icacy.
Compa ed wi h ICD-10, ICD-11 p o ides g ea e speci ici y
and di e en ia ion om o he men al heal h condi ions
(WHO, 2019).
Thus, bu nou can be unde s ood as a synd ome eme ging
om p olonged, inadequa edly managed occupa ional s ess,
occu ing when job demands exceed pe sonal esou ces. The
h ee hallma ks a e emo ional exhaus ion, nega i e/cynical
a i udes, and diminished p o essional e icacy. While oo ed
in men al heal h, bu nou is linked o physical heal h
p oblems. The e m applies speci ically o he occupa ional
con ex .
Causes o Bu nou
Bu nou ep esen s a p eg essi e declines in bo h physical
and men al heal h, a ec ing wo k capaci y and li e quali y,
and a ises om mul iple ac o s.
Pe sonali y ac o s: Sensi i e, p essu e-p one, o
pe ec ionis ic lec u e s a e mo e ulne able when acing
p o essional challenges. Those wi h limi ed psychological
esilience s uggle o eco e , leading o p olonged bu nou .
In highe educa ion, pe ec ionism and excessi e wo y,
coupled wi h he desi e o achie e lawless eaching
pe o mance and class oom managemen , can c ea e
con inuous p essu e (Sa chenko e al., 2022).
Isola ion and inadequa e collegial suppo : A wo kplace
wi h limi ed social connec ion and weak collegial in e ac ion
o en lea es lec u e s eeling isola ed and unsppo ed when
di icul ies a ise. Such social isola ion deepens disconnec ion
and educes mo i a ion and job sa is ac ion (Wa s &
Robe son, 2011; Vandenbe ghe & Hube man, 2006).
Insu icien leade ship a en ion: When lec u e s’
di icul ies a e nei he hea d no acknowledged, hey may
expe ience a sense o neglec and de alua ion. The absence
o cons uc i e guidence and imely posi i e eedback can
os e anxie y and helplessness, g adually in ensi ying s ess
accumula ion and leading o bu nou (Wa s & Robe son,
2011; Vandenbe ghe & Hube man, 2006).
Excessi e goals and wo kload: Lec u e s juggle eaching,
esea ch, and ad ising. When aced wi h high expec a ions
bu insu icien ime, esou ces, and ins i u ional suppo , hey
a e p one o o e load, emo ional exhaus ion, and ch onic
s ess. (Wa s & Robe son, 2011; Vandenbe ghe &
Hube man, 2006). Recen indings om public uni e si ies in
Ri e s S a e, Nige ia also indica es ha hea y wo kload and
low au onomy a e key media o s and majo causes ele a ing
bu nou isk and educing lec u e e ec i eness (Ngobe,
2023).
O he con ibu o s include imposed decision-making,
au ho i y, es ic ed p o essional ad ancedmen , and
challenges in main aining discipline and s uden engagemen .
These ac o s in e ac o o m a nega i e spi al ha
culmina es in bu nou .
S ages o Bu nou
Simila o many psychological synd omes, bu nou de elops
p og essi ely ac oss mul iple s ages.
F eudenbe ge and Gail No h p oposed 12 s age model -
om excessi e ambi ion, o e wo k, and neglec o sel -ca e
o inne con lic , social wi hd awal, pe sonali y changes, loss
o sel -wo h, a igue, emp iness, p olonged sadness, and
“A S udy on he P e alence o Occupa ional Bu nou Among Lec u e s a Dong A Uni e si y, Da Nang”
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inally o al physical and men al deple ion (F eudenbe ge ,
1975; Fon es, 2020).
Vandenbe ghe and Hube man highligh ed ou s ages:
wo kload o e load; physical and emo ional exhaus ion;
depe sonaliza ion; and, ul ima ely, us a ion and
discou agemen when wo k mo i a ion is almos comple ely
los (Vandenbe ghe & Hube man, 2006).
Maslach and Lei e did no di ide bu nou in o dis inc s ages;
ins ead, hey emphasize i s h ee co e componen s - emo ional
exhaus ion, depe sonaliza ion, and educed pe sonal
accomplishmen - which may eme ge a di e en in ensi ies
o e ime and ein o ce one ano he in a di icul - o-escape
psychological spi al (Maslach & Lei e , 2016).
Clinical Mani es a ions
Wo k- ela ed neu as henia-like ea u es include: pe sis en
a igue ha wo sens a e men al exe ion; a leas one o he
ollowing - myalgia, dizziness, ension headaches, sleep
dis u bances, impai ed memo y, i i abili y. Th ee b oad
g oups:
• Physical and men al exhaus ion
• Disconnec ion om wo k
• Cynicism, low sel -e icacy, and educed
p o essional pe o mance
These symp oms do no ully esol e wi h es o leisu e.
They pe sis o a leas h ee mon hs, and o he medical
causes ha e been excluded by clinical and pa aclinical
assessmen (Maslach & Lei e , 2016).
Impac on Wo k, Men al Heal h, and Li e
Excessi e s ess and deple ion lead o bu nou . Rising job
dissa is ac ion pushes eache s o qui , c ea ing s a ing
sho ages and ha ming educa ional quali y (Vandenbe ghe &
Hube man, 2006).
Indi iduals expe iencing bu nou equen ly epo se e e
exhaus ion, disappoin men , and pe asi e discou agemen
ac oss emo ions, beha io , and cogni ion. They o en eel
d ained o ene gy, expe ience ea o a oidance when
hinking abou wo k- ela ed issues, and ind daily li e
inc easingly s ess ul, joyless, and i i able.
Al hough bu nou is no a s andalone disease, p olonged,
unmanaged bu nou can p ecipi a e dep ession, anxie y, and
o he psychological diso de s (Wa s & Robe son, 2011).
Fu he mo e, F eudenbe ge and Maslach also no ed ha
ele a ed isks o physical illness, especially gas oin es inal
and ca dio ascula diseases. P olonged bu nou may os e
social wi hd awal, a oidance, ea o con on ing daily
p oblems, and, in se e e cases, sel -ha m isk (Fon es, 2020;
Maslach & Lei e , 2016).
3. PARTICIPANTS, OBJECTIVES, AND METHODS
3.1. Pa icipan s
A con enience sample o 69 lec u e s and s a a Dong A
Uni e si y, Da Nang.
Table 1. Sample Cha ac e is ics
C i e ion
N
%
Age
22–30
20
29.0
30–50
39
56.5
>50
10
14.5
Gende
Male
24
34.8
Female
37
53.6
P e e no o say
8
11.6
Rela ionship s a us
Single
24
34.8
Ma ied
39
56.5
O he
6
8.7
Inclusion c i e ia:
- Lec u e s di ec ly eaching s uden s
- S able cogni i e unc ion
Exclusion c i e ia:
- Decline o pa icipa e
- P egnancy
- Unde ea men o se e e ch onic illness
3.2. Resea ch Objec i e
To examine he heo e ical basis and ac ual s a us o bu nou
among lec u e s and p opose measu es o mi iga e bu nou
among lec u e s a Dong A Uni e si y, Da Nang.
3.3. Me hods
Documen analysis: Syn hesize domes ic and in e na ional
li e a u e on bu nou and in e en ion s udies applying
cogni i e he apy o educe bu nou o de ine app oaches,
concep s, ools, and e alua ion c i e ia and build he s udy’s
heo e ical ounda ion.
Ques ionnai e su ey: The Maslach Bu nou In en o y
(MBI) was used o assess bu nou ac oss h ee dimensions
wi h 22 i ems, each a ed on a 7-poin scale (0–6).
Adminis a ion: esponden s selec he equency le el
pe cei ed as app op ia e.
Sco ing:
• 0 = Ne e
• 1 = A leas a ew imes a yea
• 2 = A leas once a mon h
• 3 = Se e al imes a mon h
• 4 = Once a week
• 5 = Se e al imes a week
• 6 = E e y day
Subscales:
• 9 i ems (01, 02, 03, 06, 08, 13, 14, 16, 20) assess
Emo ional Exhaus ion (EE), signs: a igue,
con usion, ension, excessi ely nega i e wo k
hough s; end-o -day deple ion, i i abili y, loss o
con ol; p olonged loss o mo i a ion. Cu -o s: ≤17
low; 18–29 mode a e; ≥30 high (ale h eshold).
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• 5 i ems (05, 10, 11, 15, 22) assess Depe sonaliza ion
(DP). signs: nega i e, cynical a i udes owa d
o he s; blaming colleagues; pe sis en sense o
ailu e. Cu -o s: ≤5 low; 6–11 mode a e; ≥12 high
(ale h eshold).
• 8 i ems (04, 07, 09, 12, 17, 18, 19, 21) assess
Pe sonal Accomplishmen (PA), signs: educed
concen a ion, c ea i i y, ac i e lis ening; high
expec a ions and ime in es men bu lowe
p oduc i i y leading o disappoin men and bu nou .
Cu -o s: ≤33 high bu nou ; 34-39 mode a e; ≥40
low.
Bu nou is e y conce ning when all h ee each ale
h esholds.
Da a analysis: SPSS was used o compu e pe cen ages,
means (M), s anda d de ia ions (SD), - es s.
Case s udies: To ga he conc e e e idence on lec u e
bu nou a Dong A Uni e si y, including i s e ec s on li e
quali y, daily unc ioning, and coping, enabling imely
de ec ion and in e en ion.
4. Resea ch E hics
We emphasized e hics h oughou da a collec ion.
Pa icipa ion was olun a y, wi h he op ion o wi hd aw a
any ime. Because ques ionnai es in ol ed sel -assessmen o
wo k- ela ed bu nou , pe sonal da a con iden iali y was
p io i ized. Pa icipan s could eques hei indi idual esul s
i desi ed.
5. RESULTS AND DISCUSSION
Table 2. O e all Bu nou Le els
Subscale
Mean
SD
Min
Max
EE
16.10
12.10
1.00
53.00
DP
4.57
6.39
5.00
27.00
PA
30.61
11.75
12.00
56.00
Desc ip i e s a is ics on bu nou le els a e p esen ed in Table
2. All h ee componen s a e a mode a e le els: Emo ional
Exhaus ion (EE), M = 16.10, SD = 12.10; Depe sonaliza ion
(DP), M = 4.57, SD = 6.39; and Pe sonal Accomplishmen
(PA), M = 30.61, SD = 11.75. These mode a e le els indica e
ha bu nou is no se e e o e all bu is clea ly p esen among
many lec u e s. The ela i ely high SDs ac oss all
componen s highligh ma ked indi idual di e ences and
he e ogeneous in luences om he wo k en i onmen .
Table 3. Desc ip i es o EE I ems
I em
Mean
SD
Min
Max
EE – 1. I eel emo ionally
exhaus ed because o my
wo k
2.07
1.55
0
6
EE – 2. I eel wo n ou a
he end o a wo king day
1.70
1.68
0
6
EE – 3. I eel i ed as soon
as I ge up in he mo ning
and see a new wo king
day s e ched ou in on
o me
1.90
1.88
0
6
EE_6. Wo king wi h
people he whole day is
s ess ul o me
2.99
2.21
0
6
EE_8. I eel bu ned ou
because o my wo k
1.50
1.71
0
6
EE_13. I eel us a ed
by my job
1.33
1.79
0
6
EE_14. I ge he eeling
ha I wo k oo ha d
1.81
1.74
0
6
EE_16. Being in di ec
con ac wi h people a
wo k is oo s ess ul
1.61
1.76
0
6
EE_20. I eel as i I’m a
my wi s‘ end
1.19
1.78
0
6
The desc ip i e s a is ics o he Emo ional Exhaus ion (EE)
subscale a e p esen ed in Table 3. O e all, lec u e s’ bu nou
le el is mode a e. I em “6. Wo king wi h people he whole
day is s ess ul o me” shows he highes mean (M = 2.99,
SD = 2.21). Lec u e s in e ac daily wi h s uden s, colleagues,
and adminis a o s; he shee olume o in e ac ions can be
i ing. Nex , he i em “8. I eel bu ned ou because o my
wo k” has a mean o M = 1.50, SD = 1.71. This e lec s he
subs an ial wo kload and p essu es o eaching and esea ch.
Con inually juggling mul iple asks-lesson p epa a ion,
g ading, esea ch ac i i ies, and adminis a i e du ies-leads o
bo h physical and men al a igue, indica ing ha eaching and
esea ch equi e high in ensi y and sus ained concen a ion.
The lowes mean appea s o i em “20. I eel as i I’m a my
wi s‘ end” (M = 1.19, SD = 1.78), sugges ing ha al hough
occupa ional bu nou is pe cei ed, no e e yone has eached
a s a e o comple e helplessness; some indi iduals s ill
main ain he capaci y o cope wi h wo k p essu e.
Table 4. Desc ip i es o DP I ems
I em
Mean
SD
Min
Max
DP_5. I ge he eeling
ha I ea some
clien s/colleagues
impe sonally, as i hey
we e objec s objec s
0.68
1.45
0
6
DP_10. I ha e become
mo e callous o people
since I ha e s a ed
doing his job nce I
ook his job
0.74
1.38
0
6
DP_11. I’m a aid ha
my wo k makes me
emo ionally ha de
0.96
1.65
0
6
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DP_15. I’m no eally
in e es ed in wha is
going on wi h many o
my colleagues
0.97
1.66
0
6
DP_22. I ha e he
eeling ha my
colleagues blame me
o some o hei
p oblems
1.22
1.67
0
6
The desc ip i e s a is ics o he depe sonaliza ion subscale
p esen ed in Table 4 indica e ha lec u e s’ bu nou le els a e
mode a e. Among he i ems, I em 22.” I ha e he eeling ha
my colleagues blame me o some o hei p oblems” has he
highes mean (M = 1.22, SD = 1.67), sugges ing he p esence
o collegial p essu e. This esul implies ha lec u e s may be
pe cei ing p essu e o con lic om colleagues in he
wo kplace. Al hough he pe cei ed blame is a a mode a e
le el, i poin s o a po en ial issue ega ding mu ual suppo
in collegial ela ionships. Feeling blamed can lead o
emo ional disengagemen o dis ancing om colleagues-an
exp ession o depe sonaliza ion, a key componen o he
bu nou synd ome. I pe sis en , his may educe coope a ion
and consensus wi hin depa men s, he eby a ec ing mo ale
and wo k e ec i eness. These indings unde sco e he need
o in e en ions such as aining in p o essional, skill ul
communica ion and he applica ion o psychological
he apies like CBT o s eng hen belongingness and educe
eelings o isola ion a wo k.
I em “15. I’m no eally in e es ed in wha is going on wi h
many o my colleagues” has a mean o M = 0.97, SD = 1.66—
close o he lowe bound—indica ing ha , o e all, lec u e s
a e no indi e en o colleagues. Ne e heless, he eme gence
o indi e ence wa an s a en ion, as i e lec s a ce ain
deg ee o emo ional dis ancing—one aspec o bu nou in
which lec u e s begin o educe emo ional connec ion o show
de achmen owa d s uden s, colleagues, and he wo k
en i onmen . Wo kload and he b oade wo k con ex may
al eady be a ec ing in e pe sonal ela ionships. The
ela i ely la ge s anda d de ia ion (SD = 1.66) shows
dispe sion in esponses: some lec u e s appea qui e
indi e en , whe eas o he s emain highly ca ing. This may
e lec Dong A Uni e si y’s pa icula con ex as a mul i-
disciplina y ins i u ion wi h age and ole di e ences ac oss
acul ies. Such dispe sion highligh s he need o measu es o
enhance communica ion and cohesion in he wo kplace,
he eby imp o ing lec u e s’ men al heal h and wo k quali y.
I em “5. I ge he eeling ha I ea some clien s/colleagues
impe sonally, as i hey we e objec s objec s” shows he
lowes mean (M = 0.68, SD = 1.45), sugges ing ha lec u e s
a Dong A Uni e si y gene ally do no end o ea s uden s
o colleagues coldly o dis an ly. Mos main ain a posi i e,
humane, and ca ing a i ude owa d o he s despi e ongoing
p essu es. This may indica e e ec i e emo ion- egula ion
skills and he main enance o cons uc i e p o essional
ela ionships, and i is likely suppo ed by he uni e si y’s
cul u e o a ec ion, sha ing, and empa hy. The SD = 1.45
indica es some a ia ion— he e a e a ew lec u e s who eel
mo e depe sonalized—bu he numbe is no la ge. O e all,
his is a posi i e signal: many lec u e s no only sus ain a
humane s ance bu also ecognize he impo ance o
emo ional ela ionships a wo k.
Table 5. Desc ip i es o PA I ems
I em
Mean
SD
Min
Max
PA_4. I can easily
unde s and he ac ions o
my colleagues/supe iso s
3.64
2.02
0
6
PA_7. I deal wi h o he
people’s p oblems
success ully
3.22
1.91
0
6
PA_9. I eel ha I
in luence o he people
posi i ely h ough my
wo k
3.68
1.99
0
6
PA_12. I eel ull o
ene gy
3.94
2.10
0
6
PA_17. I ind i easy o
build a elaxed a mosphe e
in my wo king
en i onmen
3.86
1.87
0
6
PA_18. I eel s imula ed
when I been wo king
closely wi h my colleagues
4.20
1.80
0
6
PA_19. I ha e achie ed
many ewa ding objec i es
in my wo k
4.20
1.78
0
6
PA_21. In my wo k I am
e y elaxed when dealing
wi h emo ional p oblems
3.87
1.79
0
6
Means indica e good sel -pe cei ed compe ence and alue,
pa icula ly in c ea ing a posi i e wo k clima e and collegial
ela ionships. The highes means a e PA_18 and PA_19 (bo h
4.20), e lec ing happiness in collabo a ion and p ide in
con ibu ions. The lowes mean is PA_7 (M = 3.22),
sugges ing some di icul y in helping wi h o he s’
p oblems—possibly due o wo kload o limi ed suppo
esou ces. O he i ems (empa hy, ene gy, c ea ing a elaxed
clima e) a e mode a ely high.
Table 6. ANOVA o EE by Gende
Gende
Mean
SD
Min
Max
Male
14.40
9.92
1
41
Female
18.25
14.48
1
53
Unspeci ied
17.50
13.88
5
49
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Bui Thi Kim Hue1, IJMEI Volume 11 Issue 10 Oc obe 2025
Females sco ed highe on EE han males (18.25 s. 14.40),
bu F = 0.790, p = 0.458 > 0.05; hus, no s a is ically
signi ican gende e ec .
Table 7. ANOVA o DP by Gende
Gende
Mean
SD
Min
Max
Male
4.00
4.90
0
19
Female
5.75
8.05
0
22
Unspeci ied
3.62
7.20
0
21
Females sco ed highe on DP (5.75 s. 4.00), bu F = 0.637,
p = 0.532 > 0.05; no signi ican gende e ec .
Table 8. ANOVA o PA by Gende
Gende
Mean
SD
Min
Max
Male
27.78
12.28
4
48
Female
33.25
11.36
12
48
Unspeci ied
35.87
6.42
25
45
Females sco ed highe on PA (33.25 s. 27.78), bu F = 2.62,
p = 0.80 > 0.05; no signi ican gende e ec .
In conclusion, while bu nou among Dong A Uni e si y
lec u e s is no se e e o e all, i is clea ly p esen , wi h
subs an ial indi idual a iabili y—unde sco ing he need o
suppo measu es.
6. CONCLUSIONS AND RECOMMENDATIONS
6.1. Conclusions
All h ee dimensions o bu nou a e a mode a e le els, each
wi h dis inc implica ions.
• EE (M = 16.10, SD = 12.10): Lec u e s a e
expe iencing emo ional a igue, psychological
p essu e, and ene gy deple ion, wi h common signs
such as diminished mo i a ion, educed
p oduc i i y, and pe sis en s ess. Al hough no
se e e on a e age, wi hou suppo his may escala e
and impai heal h and pe o mance.
• DP (M = 4.57, SD = 6.39): Indica es some
emo ional dis ancing, cynicism, and educed
empa hy owa d colleagues and s uden s, po en ially
os e ing in e nal con lic and lowe ing in e ac ion
quali y and eam spi i . Howe e , le els a e below
ale h esholds and no widesp ead.
• PA (M = 30.61, SD = 11.75): Pe cei ed
accomplishmen is no e y low ye no high; high
expec a ions unme by ou comes may uel
disappoin men and sel -doub .
High SDs ac oss dimensions e eal ma ked indi idual
di e ences: some ace se ious bu nou , while o he s main ain
balance. Ex emes in min–max alues e lec une en wo k
p essu es, en i onmen s, and coping capaci ies.
Key con ibu ing ac o s iden i ied:
• Hea y wo kload ( eaching, esea ch, publishing,
adminis a ion)
• Compe i i e en i onmen and ising pe o mance
demands
• Wo k–li e imbalance and insu icien eco e y ime
O e all: Bu nou is p esen a mode a e le els wi h no able
indi idual a iabili y, highligh ing he need o ins i u ional
suppo .
6.2. Recommenda ions
Ra ional wo kload alloca ion: I is essen ial o educe
adminis a i e bu dens so ha lec u e s can ocus on hei
co e academic esponsibili ies, including lesson p epa a ion
and esea ch. Task assignmen should ensu e ai ness,
anspa ency, and wo kload equi y ac oss depa men s,
p e en ing si ua ions whe e a ew s a membe s a e
o e bu dened – one o he p ima y isk ac o s o
occupa ional bu nou .
Flexible wo k- ime policies and balance: Gi en mul iple
concu en oles ( esea ch, eaching, acc edi a ion, ad ising,
communi y engagemen ). Uni e si ies should adop lexible
scheduling policies ha allow o pe sonalized ime
managemen . Flexibili y in balancing p o essional and
pe sonal commi men s helps sa egua d es , eco e y, and
men al es o a ion. The eby enhancing long- e m
p oduc i i y and well-being.
Suppo i e, use - iendly wo k en i onmen : P o ide
each lec u e wi h a quie , mode n, and e gonomically
designed wo kspace o enhance concen a ion and
sa is ac ion. S eng hening o ganiza ional cul u e h ough
eam-building p og ams and acul y engagemen e en s can
enhance mu ual unde s anding and pee suppo , c ea ing a
mo e connec ed academic communi y.
T anspa en incen i es and ca ee pa hways: Rewa d
sys ems mus be e ined wi h clea , measu able c i e ia,
ensu ing ha e e y lec u e ’s s eng hs and achie emen s a e
ecognized and ewa ded. Es ablish clea ca ee de elopmen
pa hs and objec i e pe o mance me ics, especially o ea ly-
ca ee s a , helping hem se ealis ic long- e m goals.
Implemen ing objec i e pe o mance me ics p omo es
mo i a ion and e en ion, while educing us a ion and
disengagemen .
S eng hen he Cen e o Counseling and Men al Heal h
Ca e: The Cen e o Counseling and Men al Heal h Ca e
should s eng hen i s communica ion se ices. Guide acul y
membe s in de eloping heal hy li es yle habi s, alloca ing
pe sonal ime, and cul i a ing sel -awa eness o indi idual
s eng hs. Mo eo e , seeking assis ance om uni e si y
psychologis s a he ea lies signs o dis ess o psychological
discom o . Impo an ly, he Cen e should design and e ine
s uc u ed p og ams o ea ly de ec ion o bu nou symp oms
and implemen Cogni i e Beha io al The apy (CBT)-based
in e en ions. This e idence-based app oach has been shown
e ec i e in domes ic and in e na ional s udies as an e ec i e
me hod o educe bu nou and enhance lec u e s’
psychological esilience.
“A S udy on he P e alence o Occupa ional Bu nou Among Lec u e s a Dong A Uni e si y, Da Nang”
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Bui Thi Kim Hue1, IJMEI Volume 11 Issue 10 Oc obe 2025
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