THE IMPACT OF INVISIBLE LABOR AND DOUBLE BURDEN ON OCCUPATIONAL BURNOUT AMONG FEMALE LECTURERS: A QUALITATIVE OCCUPATIONAL HEALTH AND SAFETY APPROACH IN ACADEMIC WORKPLACE
DOI:
https://doi.org/10.24252/sipakalebbi.v10i1.68402Keywords:
Gender; Burnout; Role Conflict; Psychosocial OHS; Higher EducationAbstract
This study aims to explore the dynamics of gender-based dual roles and their impact on the risk of emotional exhaustion (burnout) among female lecturers at UIN Alauddin Makassar through the lens of Psychosocial Occupational Health and Safety (OHS). Employing a qualitative phenomenological case study approach, data were collected via semi-structured in-depth interviews with four female lecturers who met the inclusion criteria. The results indicate challenges in time allocation due to a massive volume of administrative workloads that are not proportionally registered within the academic performance recognition system, thereby precipitating a shift in physiological recovery time. The intensive interaction between university administrative demands and domestic household responsibilities (the second shift) engenders profound role strain and maternal guilt. This accumulation of workloads manifests in somatic physical complaints, such as chronic dyspepsia and insomnia, alongside a decline in pedagogical enthusiasm (depersonalization). This study concludes that higher education institutions must optimize job resources by providing gender-sensitive infrastructure and simplifying bureaucracy to sustainably mitigate psychosocial hazards, ultimately ensuring the mental well-being of educators.
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