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TEACHER BURNOUT IN THE DIGITAL TRANSITION: IMPLICATIONS FOR LEARNING QUALITY Dhayinta, Shellya Tanaya; Nasir, Mohammad; Zulfaida, Arini
EDUCATUM: Scientific Journal of Education Vol. 3 No. 1 (2025): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v3i1.171

Abstract

Digital transformation in the world of Education has accelerated the change in the teaching-learning paradigm, especially after the COVID-19 pandemic. Teachers now not only act as teachers but also as digital facilitators who must master various technology platforms and online learning media. However, this transition brings challenges in the form of burnout experienced by teachers, mainly due to the imbalance between high job demands and limited resources. This study aims to understand the experience of teacher burnout in the digital transition period, the factors that cause it, and its implications for the quality of learning. Using a qualitative approach with phenomenological design, this study involved 15 teachers from secondary schools who actively implemented online and hybrid learning. The main findings suggest that emotional burnout, which is the first dimension of burnout, causes teachers to feel depressed and demotivated. This fatigue then leads to depersonalization, in which the teacher feels separated from the students and focuses more on administrative tasks than on building personal relationships. The main contributing factors to this burnout are technological demands, the digital administrative burden, as well as the lack of adequate technical support and training. The impact of burnout affects the decline in teaching motivation, the quality of teacher-student interaction, and creativity in learning. The study suggests that educational institutions should provide better technical support, continuous digital training, as well as policies to reduce the administrative burden for teachers so that the quality of learning can be maintained in the digital age
A systematic literature review: The phenomenon of academic burnout among generation Alpha amid the hectic dynamics of modern learning Rohmaniyah, Alfiatur; Atiyah, Atiyah; Ani, Ani
Priviet Social Sciences Journal Vol. 5 No. 11 (2025): November 2025
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v5i11.1025

Abstract

Academic burnout is becoming increasingly visible among Generation Alpha, who are growing up in fast-paced, highly structured, and competitive digital learning environments. High-performance expectations, continuous exposure to technology, and limited social-emotional support have been shown to reduce students’ psychological well-being and intrinsic learning motivation. This study aimed to identify the main factors contributing to academic burnout among Generation Alpha and formulate preventive strategies that align with the current educational landscape. This study employed a Systematic Literature Review (SLR) by adapting the PRISMA guidelines. Data were collected from reputable international and national journals indexed in Scopus, ScienceDirect, Google Scholar, and Garuda, published between 2019 and 2025. Of the 65 articles initially identified, 30 met the inclusion criteria and were analyzed thematically using Braun and Clarke’s approach. The results show that academic performance pressure is the most dominant factor contributing to burnout (reported in 60% of studies). Digital fatigue caused by multitasking appears in 53% of the findings, while limited social-emotional support from families and teachers is highlighted in 47% of the studies. Effective preventive strategies include the implementation of Social Emotional Learning (SEL), reinforcement of self-regulated learning skills, and strong collaboration between schools and parents to create a balanced and empathetic learning climate. These findings emphasize the importance of a holistic educational paradigm that equally prioritizes academic achievement and emotional well-being, enabling Generation Alpha to develop resilience and adaptability in navigating modern learning challenges in the future.
The Influence of Self Instruction Techniques on Students’ Learning Burnout at State Madrasah Aliyah Lilis Sartika; Fauziah Nasution
Edumaspul: Jurnal Pendidikan Vol 8 No 1 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i1.7677

Abstract

This research was conducted to determine the influence provided by group counseling services using Self Instruction to minimize the level of learning boredom of XI MIPA 3 students at MAN 3 Medan. This research method uses an experiment with a one group pretest-posttest design. Where there were 32 students as the population and a sample of 7 students who had high learning boredom scores was taken using the purposive sampling technique. The data analysis techniques used are the Normality Test and the T Test (paired sample test). With the help of the SPSS Version 22.0 For Windows analysis tool. Based on the research results before and after the treatment, the Sig value was obtained. (2-tailed) is 0.000, then < 0.05 H0 is rejected and Ha is accepted. The results of this study showed that there was a decrease in the level of student learning boredom after being given group counseling services using the Self Instruction technique as treatment for students at Madrasah Aliyah Negeri 3 Medan.
Investigating the Relationship between Burnout and Academic Self-Efficacy in EFL Learning among the Non-English Department Students in Indonesia Lemmuela Alvita Kurniawati; Prisca Eirene Pricillia Mustafa
Intensive Journal Vol 8, No 2 (2025): Intensive Journal October
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v8i2.22128

Abstract

Learning English as a second language (L2) can pose psychological challenges for non-English Department students, potentially affecting their motivation, emotional well-being, and academic performance. This study investigates the relationship between burnout and academic self-efficacy among non-English Department students in Indonesia. The study aims to identify students’ levels of burnout in English learning, examine their level of academic self-efficacy, and explore the relationship between the two variables. A quantitative research design was employed, involving 121 non-English Department students from 38 universities in Indonesia. Data were collected using a self-report questionnaire measuring burnout and academic self-efficacy, and were analyzed using descriptive statistics and Pearson correlation. The findings indicate that students generally experienced low levels of burnout and relatively high levels of academic self-efficacy in learning English. In addition, the results reveal a significant negative correlation between burnout and self-efficacy (r = -.659, p < .001), suggesting that students with higher self-efficacy tend to experience lower burnout. These findings highlight the vital role of self-efficacy in supporting learners’ motivation, emotional resilience, and sustained engagement in L2 learning. Pedagogically, this study suggests that English teachers and educational institutions should place greater emphasis on strengthening learners’ self-belief and confidence as a strategy to reduce burnout and improve learning outcomes among non-English Department students.
From Ai-Induced Job Insecurity to Burnout: A Job-Demands Resource Model of Job Stress, Meaningfulness of Work, And Self-Efficacy in Ai Learning Among Front-Line Employees in Indonesia Amirah, Azizah Amirah; Herachwati, Nuri; Fiona Niska Dinda Nadia
Amkop Management Accounting Review (AMAR) Vol. 5 No. 2 (2025): July - December
Publisher : Sekolah Tinggi Ilmu Ekonomi Amkop Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37531/amar.v5i2.3273

Abstract

The rapid adoption of artificial intelligence (AI) is reshaping organizational structures and employment landscapes, raising concerns about job insecurity and employee well-being. This study examines the effect of AI-induced job insecurity on burnout among frontline employees in Indonesia, drawing on the Job Demands–Resources (JD-R) framework. Specifically, it investigates job stress and meaningfulness of work as mediating mechanisms and self-efficacy in AI learning as a moderating resource. A cross-sectional survey was conducted with 325 frontline employees across sectors where AI adoption is increasing, and data were analyzed using Structural Equation Modeling in Jamovi. The results indicate that AI-induced job insecurity significantly increases employee burnout, both directly and indirectly. Job stress was confirmed as a positive mediator, while meaningfulness of work functioned as a negative mediator, highlighting the dual role of demands and resources in shaping burnout. Furthermore, self-efficacy in AI learning moderated the insecurity–burnout relationship, such that employees with higher efficacy were less adversely affected. These findings extend the JD-R model by integrating AI-related job insecurity and demonstrating the dual processes of stress elevation and resource erosion. The study offers practical implications for organizations to prioritize transparent communication, reskilling initiatives, and meaning-enhancing practices to safeguard employee resilience in the era of digital transformation.
Peran Learning Agility Sebagai Moderator dalam Hubungan Burnout dengan Academic Engagement pada Mahasiswa Pekerja Kelly Angel Suripto; Bonar Hutapea
Al-Zayn: Jurnal Ilmu Sosial, Hukum & Politik Vol 4 No 2 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/alz.v4i2.4392

Abstract

Penelitian ini bertujuan untuk menguji peran Learning Agility sebagai moderator dalam hubungan antara burnout akademik dan Academic Engagement pada mahasiswa pekerja. Mengacu pada Teori Involvement Astin (1999), tingkat keterlibatan mahasiswa ditentukan oleh besarnya investasi waktu, energi, dan perhatian yang diberikan dalam proses akademik. Pada mahasiswa pekerja, tuntutan pekerjaan dapat mengurangi kapasitas tersebut, sehingga meningkatkan risiko burnout akademik dan menurunkan academic engagement. Hasil penelitian menunjukkan bahwa Learning Agility memiliki peran moderasi yang signifikan terhadap hubungan burnout akademik dan Academic Engagement (Estimate = –0,0127; p < 0,001). Mahasiswa dengan tingkat Learning Agility yang lebih tinggi mampu merespons tekanan kerja–kuliah secara adaptif, sehingga dampak negatif burnout akademik terhadap academic engagement menjadi lebih kecil. Hasil penelitian menunjukkan bahwa learning agility berperan signifikan dalam memoderasi hubungan antara burnout akademik dan academic engagement. Temuan ini mengindikasikan pentingnya pengembangan sumber daya personal mahasiswa pekerja dalam menghadapi tekanan peran ganda. Temuan ini menegaskan bahwa Learning Agility merupakan sumber daya psikologis penting yang membantu mahasiswa pekerja mempertahankan keterlibatan akademik meskipun berada dalam kondisi penuh tekanan. Program pengembangan Learning Agility direkomendasikan untuk meningkatkan ketahanan akademik dan mengurangi dampak burnout akademik.

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