Presenters:
Shazia Akhtarullah and Fariha Ziazi
Faculty members face increasing demands in higher education, including teaching loads, research/scholarship expectations, administrative responsibilities, and student support. These demands may heighten the risk of burnout, which is characterized by emotional exhaustion and reduced professional efficacy. Burnout not only diminishes faculty well-being but also negatively impacts student learning, institutional effectiveness, and retention of academic team members. This necessitates faculty self-care. In this presentation, participants will explore self-care as a multidimensional phenomenon and identify self-care practices as essential tools for preventing burnout and sustaining professional vitality. They will also discuss how to integrate self-care practices into their everyday routines to prevent burnout and build resilience. Self-care practices will be discussed in the dimensions of physical, emotional, and social (relational) wellness. By integrating self-care practices into their daily lives, faculty can enhance their well-being and capacity to manage workload demands while maintaining a sense of meaning, purpose, and satisfaction in their roles. Ultimately, intentional self-care practices serve as proactive measures against burnout, contributing to the healthier academic environments that benefit both educators and learners.
