Diffusing stress caused by work-related experiences among faculty members

Faculty members experience multifaceted stress due to the convergence of teaching, research, institutional service, and student mentorship obligations. This study explores the emotional and professional consequences of such stressors and analyzes the coping mechanisms employed by faculty to manage these ongoing challenges. Employing a qualitative exploratory design, semi-structured interviews were conducted with 25 Faculty members across various academic ranks. Thematic analysis revealed two primary domains: the emotional exhaustion resulting from institutional pressures, and the strategies faculty employ to sustain their well-being. Participants reported a cycle of chronic fatigue, reduced teaching engagement, and diminished job satisfaction, often exacerbated by administrative burden and lack of institutional recognition. While individual coping mechanisms such as time management, boundary-setting, and collegial support provided some relief, their effectiveness was limited in the absence of systemic support. The findings underscore the urgent need for sustained, policy-driven interventions that prioritize faculty well-being to prevent burnout and ensure the continuity and quality of education and related programs.