I’m about to take on the role of an adjunct professor at my graduate alma mater for the first time, and the pressure, anxiety, and hints of imposter syndrome are palpable. While these emotions are typical, they can complicate the job. It’s ironic how we often dwell on the negative aspects of a great opportunity instead of embracing the potential for growth it offers.
Thoughts like “I can integrate this” or “I can assign this 1,000-page book” often cross our minds, as we try to mentor ourselves. This can be positive, as it shows a willingness to learn from others’ experiences. However, it’s crucial to develop your own educational identity and voice, which your students anticipate, regardless of whether you’re new to teaching or have decades of experience. Expectations are beneficial, but if unchecked, they can lead to unhealthy levels of productivity.
Therapist and author Israa Nasir (2024) describes “toxic productivity” as an obsession with optimizing every moment for outcomes and achievements, leading to unhealthy habits. This definition prompts faculty to reflect on what they can control, how they can influence others, and what habits will aid their achievements. Managing goals, course design, and student-centered opportunities is vital for maintaining a healthy balance.
Starting a semester with excessive urgency can be exhausting. When goals transform into stress, it’s essential to pause. This stress can result in poor practices, such as frequent syllabus changes or inconsistent teaching. Research by McLean and Jones (2025) highlights the importance of educators’ emotional regulation for student learning. This isn’t about suppressing emotions but acknowledging goals as learning experiences.
Toxic productivity also extends beyond individuals to institutions. Without clear work parameters, faculty face vague expectations. Toxic environments can negatively impact teaching and learning experiences, faculty vocation, and student futures. Institutions must recognize faculty as humans needing flexibility and support, as stated by Samuels-White (2025).
This isn’t a dramatic assertion but a call to focus on teaching for change rather than getting lost in expectations. If priorities aren’t set before taking on new roles, there’s a risk of becoming competitive rather than collaborative and numb instead of engaged. Such faculty might speak, but they can’t truly teach.
Productivity isn’t inherently bad, but without balance, it can lead to a blinding sense of competition. Faculty should remember that goals can change. Students seek human mentors, not machines. Education is inherently messy, and planning is just a step in our vocation. Institutions should redefine faculty expectations and support holistic development.
Dr. Daniel Andrés Rivera Rosado, Director of the JFU Bible Institute of La Iglesia Cristiana en Puerto Rico and adjunct faculty at the Seminario Evangélico de Puerto Rico, emphasizes the importance of a balanced, productive, and calm semester. He has authored four books and holds a PhD in Education, focusing on technology integration in theological education.
Original Source: facultyfocus.com
