Burnout among university lecturers has become a critical issue affecting their well-being, job performance, and the overall quality of education. This study investigates the causes, signs, symptoms, and effects of burnout among lecturers at the University of Energy and Natural Resources (UENR) in Sunyani, Ghana. Burnout is characterized by three primary dimensions: emotional exhaustion, depersonalization, and reduced personal accomplishment. It results from chronic emotional and interpersonal stressors in the workplace and has profound implications for both individual lecturers and educational institutions.

The research employs a mixed-method approach, incorporating quantitative data collected through structured questionnaires and qualitative insights gathered from interviews with lecturers. The study aims to identify the specific factors contributing to burnout among lecturers at UENR, examine the signs and symptoms of burnout, and determine the effects on their professional and personal lives. Additionally, the study explores coping strategies and preventive measures to mitigate the impact of burnout.

Findings reveal that excessive workload, unclear job expectations, lack of support, and poor work-life balance are significant contributors to burnout. Lecturers experiencing burnout exhibit physical symptoms such as chronic fatigue, headaches, and sleep disturbances; emotional symptoms including feelings of helplessness, frustration, and cynicism; and behavioral symptoms such as absenteeism, reduced productivity, and withdrawal from responsibilities. The effects of burnout extend beyond individual lecturers, negatively impacting student learning experiences and overall institutional performance.

The study highlights the urgent need for institutional interventions to address burnout. Recommendations include the implementation of supportive measures such as workload management, professional development opportunities, counseling services, and the promotion of a healthy work-life balance. By fostering a supportive work environment and recognizing the early signs of burnout, educational institutions can enhance lecturer well-being, improve job satisfaction, and maintain high standards of education.

This research contributes to the broader understanding of burnout in the academic context and provides a framework for developing effective strategies to support lecturers. Addressing burnout is crucial for sustaining a healthy, motivated, and productive faculty, ultimately enhancing the quality of education and fostering a positive academic environment at UENR and other similar institutions.