Burnout among University Faculty: The Central Role of Work-Family Conflict

Autor/inn/en	Zábrodská, Katerina; Mudrák, Jirí; Šolcová, Iva; Kveton, Petr; Blatný, Marek; Machovcová, Katerina
Titel	Burnout among University Faculty: The Central Role of Work-Family Conflict
Quelle	In: Educational Psychology, 38 (2018) 6, S.800-819 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Machovcová, Katerina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2017.1340590
Schlagwörter	College Faculty; Foreign Countries; Teacher Burnout; Questionnaires; Teacher Responsibility; Family Work Relationship; Conflict; Role Conflict; Predictor Variables; Age Differences; Teacher Researchers; Grants; Teaching Conditions; Structural Equation Models; Czech Republic + Suchen Sie Ihr Suchwort? Fakultät; Ausland; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Fragebogen; Lehrverpflichtung; Konflikt; Rollenkonflikt; Prädiktor; Age; Difference; Age difference; Altersunterschied; Lehrerforschung; Grant; Finanzielle Beihilfe; Lehrbedingungen; Unterrichtsbedingungen; Tschechische Republik
Abstract	This study examined both direct and indirect associations of faculty burnout with psychosocial work environments, using the job resources-demands framework. A sample of 2,229 faculty members (57.1% male) throughout public universities in the Czech Republic completed a questionnaire comprising measures of burnout and psychosocial work environment characteristics from the Copenhagen Psychosocial Questionnaire II. We formulated a structural model that hypothesised a positive effect of job demands (quantitative demands, work-family conflict (WFC), job insecurity) and a negative effect of job resources (influence, social community, role clarity) on burnout. Results showed that the strongest predictor of burnout was WFC, which had a direct positive effect on burnout and mediated the positive effect of quantitative demands on burnout. Further, a small direct negative effect of age and an indirect positive effect of involvement in research grants and administrative paperwork on burnout were observed. The findings indicate that university management can most effectively address burnout in academic staff not only by implementing policies that reduce WFC, workload and administrative paperwork, but also by providing more job resources to younger faculty and faculty involved in grant-based projects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01