The Great Wall of Workload: Job Demands and Resources Influencing Burnout among Student Affairs Educators at Chinese University
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Student Affairs Educators (SAEs) at Chinese universities play a critical role in university administration. They are subject to high job demands, encompassing various responsibilities from ideological education to daily management. SAEs' work affects hundreds of college students, and they often fall into burnout because of the heavy workload, but the importance of their work is not proportional to the degree of research attention.
This study investigates the unique job demands and resources experienced by SAEs and their impact on burnout, employing the Job Demands-Resources (JD-R) model. Two specialized measurement scales were developed and tested across three phases with a combined sample of 1,063 SAEs from 17 universities in Guangdong Province, encompassing semi-structured interviews, a pilot study, and a formal experiment. This research highlights that job demands significantly heighten burnout among SAEs, while job self-efficacy diminishes this negative impact. Conversely, job resources significantly reduce burnout levels and mitigate the adverse effects of job demands, underscoring the importance of strategic resource management to alleviate burnout among SAEs. These findings offer practical insights for human resource management and policymaking in Chinese higher education institutions, aiming to reduce burnout and improve the well-being of Student Affairs Educators.
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