Exploring the Influencing Factors of Job Burnout among Young Female Teachers in Higher Education: A Grounded Theory Study

DOI

10.2991/978-2-38476-364-1_53How to use a DOI?

Keywords

Young female teacher; Higher education; Burnout; Ground Theory

Abstract

Young female educators in higher education have become an essential component of the academic workforce. An in-depth investigation into the factors influencing their occupational burnout can significantly enhance faculty development, improve scientific research capabilities, and foster talent cultivation. Accordingly, this study employs grounded theory to analyze interview data from six young female educators at dual first-class universities in Beijing. The findings indicate that high achievement orientation, pressures from work expansion, and societal expectations related to gender roles are the primary factors contributing to their occupational burnout.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Shiao Li
PY  - 2025
DA  - 2025/03/17
TI  - Exploring the Influencing Factors of Job Burnout among Young Female Teachers in Higher Education: A Grounded Theory Study
BT  - Proceedings of the 2024 4th International Conference on Education, Language and Art (ICELA 2024)
PB  - Atlantis Press
SP  - 426
EP  - 432
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-364-1_53
DO  - 10.2991/978-2-38476-364-1_53
ID  - Li2025
ER  -