Empirical Analysis of Mindfulness-Based Stress Reduction Effects on Academic Burnout Among University Lecturers in Ogun State

Academic burnout among university lecturers in Nigeria, driven by research pressure, poor remuneration, industrial action disruptions, and management burdens, represents a growing challenge that evidence-based mindfulness-based stress reduction interventions may address, though no Nigerian empirical evaluation exists. This study empirically evaluated the effects of mindfulness-based stress reduction on academic burnout among university lecturers at three institutions in Ogun State, South West Nigeria. A quasi-experimental pre-test post-test design with a comparison group was employed. Sixty lecturers with clinically significant burnout (Maslach Burnout Inventory: high emotional exhaustion) were assigned to an 8-week MBSR programme (n=30) or a waitlist comparison group (n=30). Burnout dimensions, perceived stress, and mindfulness skills (FFMQ) were assessed at pre-intervention, post-intervention, and 8-week follow-up. Intent-to-treat analyses showed significant reductions in emotional exhaustion (p < 0.001, d = 1.32), depersonalisation (p < 0.001, d = 0.94), and perceived stress (p < 0.001) in the MBSR group, with non-significant changes in the comparison group. Mindfulness skills significantly increased in the MBSR group (p < 0.001). Gains were maintained at follow-up. Programme completion rate was 86.7 percent. The study fills an important gap in Nigerian academic staff mental health intervention research and recommends MBSR as an evidence-based component of university staff wellbeing programmes in Ogun State and beyond. Keywords: mindfulness-based stress reduction, academic burnout, university lecturers, Ogun State, MBSR