SynthesisFrontiers in psychology2025
Job stress and burnout among lecturers: a systematic literature review and meta analysis.
Synthesis in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Authors and funding
3 authors.
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Abstract
Background: The significance of higher education is essential for human progress. University lecturers face increasing demands in teaching, research and management, which often leads to increased job stress and burnout. Although numerous studies have investigated this relationship, the results are still inconsistent. This study performed an extensive literature review and meta-analysis to elucidate the association between lecturer job stress and burnout. Method: We conducted a systematic search in four major databases, SCOPUS, Web of Science, PubMed, and Google Scholar, and obtained all studies published until 2025. All studies set inclusion and exclusion criteria, and all cross-sectional studies were quality assessed using the JBI literature quality assessment form. Finally, 20 articles were included. The overall correlation coefficient of all literature was calculated by meta-analysis, and possible moderating factors such as country and gender were explored by subgroup analysis. Results: According to the meta-analysis, a strong positive correlation exists between job stress and burnout among university lecturers, as evidenced by a combined correlation coefficient of r = 0.452, a confidence interval of [0.380, 0.519], Z = 10.911, and Conclusion: This study aimed to further explore the relationship between job stress and burnout among university lecturers. The results provide comprehensive and accurate data support for how job stress affects burnout among lecturers in higher education, and have practical implications for universities to formulate targeted intervention measures. Systematic review registration: PROSPERO Registration: CRD420251073039, https://www.crd.york.ac.uk/PROSPERO/myprospero, https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42023456789.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.