According to research done in South Africa, there is an increasing worry about the wellness of academic staff members, with many of them reporting high levels of stress and burnout. Heavy workloads, a lack of resources, and an unsatisfactory work-life balance are just a few factors that studies have identified as leading to poor well-being. Low salaries, weak recognition, and insufficient support systems are further contributing causes. Academic staff members' personal and professional skills may be badly impacted by stress, which can reduce productivity. Burnout is frequently linked to painful emotional events, and it is particularly common among those working in human service industries. Emotional tiredness, depersonalization marked by a pessimistic and cynical attitude toward others, and dissatisfaction with professional achievements are common burnout reactions. Five databases, including Scopus, PubMed, ScienceDirect, Medline, and Google Scholar, were searched for the review using the keywords (academic staff challenges, academic staff burnout, and academic staff well-being). The search was restricted to peer-reviewed empirical studies that looked at academic staff well-being in full-time university academic staff and were written in English. Papers that did not discuss the well-being of academic staff were disqualified. A thorough data extraction technique was used to retrieve pertinent information from each study. Job security is the least stressful factor, while concerns about diminished research and publishing opportunities and workplace bullying are prevalent. Burnout levels vary across age groups, with academics aged 50 or older showing lower levels. High emotional intelligence in academic staff reduces susceptibility to work challenges. Institutions can implement conflict management strategies to enhance work-related well-being. The review's overall conclusion emphasizes the urgent need for action to address the growing issue of academic staff members' low welfare at South African universities. Failure to address this problem could have detrimental effects on both the standard of instruction given to pupils and the health and well-being of academic staff.