Exploring Job Stressors and Burnout Among Core Faculty in Entry-Level Physical Therapist Education Programs: A Convergent Mixed Methods Study

Purpose This study explored burnout among core faculty in Doctor of Physical Therapy (DPT) programs, identifying its most prevalent aspects and key organizational correlations. Methods A convergent parallel mixed-methods design integrated quantitative data from the Maslach Burnout Inventory–Educators Survey and the Areas of Worklife Survey with qualitative data from semi-structured interviews. Data were collected concurrently, analyzed independently, and merged during interpretation. Quantitative analyses used multiple linear regression, while qualitative data underwent thematic analysis. Results Eighty-one faculty completed the survey and 20 participated in interviews. Emotional exhaustion emerged as the most prevalent burnout dimension, with 51.9% reporting moderate to high levels. Perceived control significantly explained 27.9% of the variance in emotional exhaustion (p < .001), with fairness adding 6.6% (p = .004). Qualitative findings corroborated these results, highlighting limited autonomy and inequitable workload distribution as central stressors. Additional themes included institutional misalignment, inadequate recognition, and superficial wellness initiatives. Collegial support and a strong sense of community mitigated stress and sustained engagement. Integration revealed convergence in control and fairness, complementarity in community, and expansion in values, rewards, and stress management. Conclusions Burnout among DPT faculty is primarily associated with systemic organizational factors rather than individual shortcomings. Limited autonomy, perceived inequities, and misaligned institutional priorities are key correlates, while supportive communities and recognition serve as protective factors. Addressing burnout appears to require institutional strategies that enhance faculty control, ensure transparent and equitable workload distribution, align values, and foster supportive environments. Such systemic interventions can strengthen faculty well-being and retention while promoting a more sustainable and engaging academic culture.