Faculty burnout and psychological well-being have emerged as important concerns in higher education because they influence motivation, emotional functioning, professional engagement, and instructional effectiveness. Despite growing scholarly attention, research on faculty mental health remains conceptually fragmented and geographically uneven, limiting a comprehensive understanding of the field. This study maps the intellectual structure of Scopus-indexed research on burnout and psychological well-being among higher education faculty through a bibliometric analysis of Scopus-indexed publications from 1979 to 2025 (N = 538). Bibliometric techniques were conducted using Bibliometrix and VOSviewer to examine publication trends, citation patterns, thematic development, and collaboration networks. The findings indicate sustained growth in scholarly interest, particularly following the COVID-19 pandemic. Research has evolved from an emphasis on individual experiences of burnout toward broader organizational and systemic perspectives that highlight the interaction between job demands and institutional resources. Dominant themes include workload, emotional exhaustion, resilience, mental health, and organizational support. The analysis also reveals a concentration of research output within institutions and countries in the Global North, alongside relatively limited international collaboration, raising concerns regarding the crosscultural applicability of existing rameworks. This study provides a comprehensive overview of how higher education faculty burnout and psychological well-being have been conceptualized over time and identifies emerging directions for future research. The findings suggest that contemporary scholarship increasingly discusses faculty mental health as an important component of broader conversations concerning sustainable higher education systems and academic effectiveness