TEACHER WORKLOAD IN THE DIGITAL AGE: BETWEEN PROFESSIONALISM AND THE THREAT OF BURNOUT

Abstrak

Digital transformation in the education sector has triggered a fundamental shift that positions information technology not only as an aid, but also as a strategic instrument to improve learning efficiency and institutional governance. However, the urgency of the problem arises when the integration of this technology actually creates new pressure in the form of an excess workload that has the potential to reduce the welfare of educators. This research aims to analyze the impact of digital transformation on teachers' workload, professionalism level, and risk of burnout experienced by educators amid the demands of continuous technology adaptation. The methodology used is a qualitative approach with the literature study method (library research), which integrates various journal research articles and education management theories to map the relationship between variables in depth. The results showed that the majority of teachers experienced a significant increase in workload due to the dualism of demands between digital pedagogy and systemic administration. Although the level of professionalism of teachers remains relatively high, there are indications of serious vulnerability to burnout triggered by the high intensity of technology use without adequate institutional support. In conclusion, digital transformation requires a balance between technical demands and the psychological capacity of teachers to maintain the quality of accountable decision-making. A more integrative education policy is needed to create a healthy work ecosystem, mitigate the risk of mental fatigue, and ensure the sustainability of teachers' professionalism in the digital era. The synergy between technological infrastructure and human resource welfare is the main key to the successful implementation of responsive and systematic modern education.