Psychological Well-Being and Burnout in University Faculty: The Mediating Role of Emotional Exhaustion

Abstract

Background: To examine the relationship between psychological well-being and burnout dimensions among university faculty members, as well as the mediating role of emotional exhaustion in the association between psychological well-being and professional accomplishment.

Methods: A cross-sectional study was conducted with 597 university faculty members from several Spanish universities. Participants completed the Spanish adaptation of Ryff’s Psychological Well-Being Scales and the emotional exhaustion and personal accomplishment subscales of the Maslach Burnout Inventory. Correlation, regression, and mediation analyses were performed.

Results: All dimensions of psychological well-being were negatively associated with emotional exhaustion and positively associated with professional accomplishment. Environmental mastery emerged as the strongest predictor of lower emotional exhaustion (β = −0.405, p < 0.001) and higher professional accomplishment (β = 0.263, p < 0.001). Mediation analyses indicated that emotional exhaustion partially mediated the relationship between psychological well-being and professional accomplishment.

Conclusions: Psychological well-being may function as a protective personal resource associated with lower levels of burnout among university faculty members. In particular, environmental mastery may represent a key psychological resource associated with lower emotional exhaustion and greater professional accomplishment in higher education settings. Interventions aimed at strengthening psychological well-being and reducing emotional exhaustion may contribute to improving occupational mental health in academic professionals.