The current academic environment is dynamic, due to advanced digitalisation and a multitude of external environmental factors. Thus, issues related to teachers’ wellbeing, burnout and job demands have garnered considerable scholarly reflection over the past few years. However, there is a dearth of research on the influence of job demands, namely; work overload, emotional demands and work-home interference on burnout along with predictive potency of burnout in terms of teachers’ wellbeing based on a comprehensive theoretical framework in Pakistan. This study addresses this gap, using the Job Demands-Resources (JD-R) model to examine the influence of job demands on teachers’ burnout along with the association between teachers’ burnout and a multi-dimensional comprehensive construct of wellbeing. Data included measures of three job demands, burnout and wellbeing. The proposed relationships were tested with robust data analytic techniques on a sample of 103 teachers from 11 higher education institutions in Pakistan. The results are consistent with the hypothesized conceptual scheme that the three job demands are positively associated with teachers’ burnout, while work overload shows the strongest positive association with burnout and burnout is negatively associated with teachers’ wellbeing.
Keywords: Work overload, emotional demands, work-home interference, burnout, wellbeing, teachers, Pakistan