THE IMPACT OF STRESS ON PROFESSIONAL BURNOUT AMONG HIGHER EDUCATION TEACHING STAFF

The article examines how occupational stress experienced by university teaching staff develops into professional burnout. Drawing on transactional, effort–recovery and conservation of resources theories, the study conceptualizes burnout as the outcome of a cumulative process in which repeated stress reactions are not offset by adequate recovery. A stress–recovery–burnout model is proposed, and the differential effects of challenge, hindrance, interpersonal and resource-related stressors on the dimensions of burnout are systematized. Practical implications for university management are outlined.