Antecedents, Correlates and Consequences of Faculty Burnout

Autor/inn/en	Sabagh, Zaynab; Hall, Nathan C.; Saroyan, Alenoush
Titel	Antecedents, Correlates and Consequences of Faculty Burnout
Quelle	In: Educational Research, 60 (2018) 2, S.131-156 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sabagh, Zaynab)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
DOI	10.1080/00131881.2018.1461573
Schlagwörter	Correlation; Teacher Burnout; Labor Demands; College Faculty; Case Studies; Measures (Individuals); Foreign Countries; Well Being; Faculty Workload; Statistical Analysis; Literature Reviews; Canada; China; India; Iran; Ireland; Pakistan; Portugal; South Africa; Spain; Netherlands; United Kingdom; United States; Turkey; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Korrelation; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Arbeitskampf; Tarifkonflikt; Fakultät; Case study; Fallstudie; Case Study; Messdaten; Ausland; Well-being; Wellness; Wohlbefinden; Statistische Analyse; Kanada; Indien; Irland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Spanien; Niederlande; Großbritannien; USA; Türkei
Abstract	Background: Over the past few decades, higher education institutions worldwide have experienced substantial changes, including: massification, internationalisation and increasing demands for exceptional instructional quality and research quantity in environments that have also seen heightened competition for students, faculty and resources. Accordingly, these changes have contributed to a highly demanding academic employment climate that pose challenges for personal and professional development in post-secondary faculty (i.e. university or college research and teaching academics), as well as potential negative impacts on student learning and, ultimately, institutional productivity. Purpose: Given the emergent nature of scattered existing research on faculty burnout, the present paper attempts to synthesise and critically examine published empirical findings concerning the various correlates, antecedents and outcomes of faculty burnout as informed by the Job Demands-Resources model (Demerouti et al. 2001). Design and method: Existing empirical research on faculty burnout was identified through a rigorous search of English language, peer-reviewed articles across relevant databases (e.g. ERIC, Psycinfo, Scopus) resulting in 36 quantitative, cross-sectional studies, satisfying detailed a priori inclusion criteria. Results: The review revealed multiple themes across studies with respect to mixed effects of demographic background factors on burnout levels, as well as clear detrimental effects of adverse job demands (e.g. workload, task characteristics, value conflict) and lack of resources (e.g. social support, rewards, control) on faculty burnout. Additionally, both personal characteristics (e.g. motivation, optimism) and stressors outside the workplace (e.g. family stressors and lack of support) were found to contribute significantly to faculty burnout, with greater burnout, in turn, having consistent adverse consequences for performance and commitment (e.g. reduced work activities, turnover intentions) as well as psychological and physical health (e.g. ill health, depression) in faculty. Conclusions: The findings presented underscore the importance of faculty burnout and the challenges it presents in terms of faculty well-being as well as student development and institutional performance. Findings also provide further insight into the ways in which intervention efforts and resources targeting faculty burnout may prove effective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01