Are the Faculty Alright? Exploring Burnout Amid Political Pressure

Faculty in U.S. public affairs programs face increasing political pressures, institutional constraints, and challenges to academic autonomy. Drawing on survey data from faculty in NASPAA-accredited MPA programs, this study applies the Job Demands-Resources (JD-R) model to examine how political pressures, institutional constraints, professional challenges, and emotional challenges contribute to burnout. Findings indicate substantial emotional and professional strain, with observations of student political anxiety emerging as the strongest predictor of burnout. Faculty also reported pressure to alter teaching and research in response to political and institutional conditions. In the absence of sufficient institutional support, respondents relied on professional associations, peer networks, and individual coping strategies as resources that helped sustain engagement and promote renewal. The findings underscore the importance of strengthening institutional supports, protecting academic freedom, and fostering professional communities to support faculty well-being and sustain the long-term vitality of public affairs education in a politicized environment.