Burnout and frustration among college lecturers and its impact on students and the quality of education in the post-Covid era

Abstract

The study explored the impact of burnout and frustration among college lecturers on the quality of education. Qualitative data were gathered through in-depth interviews with three principals and three focus groups comprising five college lecturers each. Participants were selected through purposive sampling to collect relevant data. The study revealed that the high prevalence of burnout and frustration negatively impacted college lecturers, leading to absenteeism, stress-related diseases, and other issues. The Occupational Stress Model and Self-Determination Theory were used as a theoretical framework to explain the causes and consequences of burnout among lecturers. The study recommends that colleges must address burnout and frustration in their departments. They can provide more support and resources for teachers, offer professional development opportunities, and promote work-life balance. Without action, colleges risk losing skilled lecturers. Significant causes of burnout and frustration include low wages, poor living conditions, and large classes. The study recommends that the government provide better salaries, pay teachers' fees, offer adequate materials for post-pandemic teaching, and provide medical aid for their families.