The problem investigated was job burnout within postsecondary faculty populations. The study purpose was to test theory, add to the body of knowledge, and identify opportunities for effective intervention strategies that reduce job burnout within this population. The primary research question was what relationships exist between age and gender variables and dimensions of job burnout known as emotional exhaustion, depersonalization, and personal accomplishment. The hypothesis was that there would be significant relationships between age and gender variables and job burnout dimensions. The study sampled two college populations ( N =78) using the Maslach Burnout Inventory for Educator's Survey. The researcher used e-mail and traditional mail to access the College B population. A research associate administered a group survey and followed up with individual appointments with participants at College A. Response rates were 80% and 51% respectively. The study was correlational, quasi-experimental and cross-sectional in nature. The study employed descriptive statistics, frequency distributions, MANOVA, and Tukey's Honest Significant Difference tests to analyze data. The researcher reported aggregate findings for the overall sample and each college individually. For College B, the research found the degree of emotional exhaustion as measured by the survey was different between the 41-50 and 51 and over age groups ( p = 0.007) and age and depersonalization with differences between the 41-50 and 51 and over age groups ( p = 0.012). When combined there was a difference in the degree of emotional exhaustion for age groups. Data from colleges combined showed differences between the degree of emotional exhaustion between the 30 and under and 41-50 age groups ( p = 0.048) and the 41-50 and 51 and over age groups ( p = 0.001). Recommendations include future longitudinal and qualitative studies. Future studies should explore differences between age groups and relationships between burnout dimensions. This study is important because the lead researcher wanted to add to the body of literature relative to the field of higher education faculty and job burnout in order to reduce and eliminate the adverse effects of workplace stress. This study is valuable because it creates an awareness of a phenomenon that adversely affect students, staff, and faculty health and well-being. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]