Problem statement. Research has shown that burnout is a widespread phenomenon among teachers, and that workload could be a possible predictor. No study had been done to date in Seventh-day Adventist colleges and universities in North America to determine the levels of burnout in full-time faculty. Research was necessary, therefore, to determine the possible impact of academic workload typologies, gender, age, years of service in education, rank of professorship, teacher perception of academic workload intensity, and teacher perception of academic workload on burnout levels in this population.
Methodology. A non-experimental, exploratory, correlational, field-based, and cross-sectional study was conducted. Data were collected from a sample of 90 department chairs, and 365 full-time university teachers in11 Seventh-day Adventist colleges and universities. A combination of purposive, stratified, and random sampling was used. Cluster analysis was utilized for the development of academic workload typologies; categorical regression with optimal scaling was used to determine the possible relationship of academic workload typologies and other selected demographic variables to levels of burnout.
Results. Four typologies of academic workload for Seventh-day Adventist colleges and universities emerged from the study of the data. The results of this study also revealed that full-time faculty showed that there was a significant relationship between academic workload and other selected demographic variables in levels of emotional exhaustion. The variables that contributed the most to levels of emotional exhaustion were academic workload typologies, teacher perception of academic workload intensity, and years of service in education. A significant relationship was found between the variables and levels of depersonalization, age being the highest contributor. No relationship was found between the variables studied and levels of personal accomplishment.
","abstract_html":"<p><em>Problem statement</em>. Research has shown that burnout is a widespread phenomenon among teachers, and that workload could be a possible predictor. No study had been done to date in Seventh-day Adventist colleges and universities in North America to determine the levels of burnout in full-time faculty. Research was necessary, therefore, to determine the possible impact of academic workload typologies, gender, age, years of service in education, rank of professorship, teacher perception of academic workload intensity, and teacher perception of academic workload on burnout levels in this population.</p> <p><em>Methodology</em>. A non-experimental, exploratory, correlational, field-based, and cross-sectional study was conducted. Data were collected from a sample of 90 department chairs, and 365 full-time university teachers in11 Seventh-day Adventist colleges and universities. A combination of purposive, stratified, and random sampling was used. Cluster analysis was utilized for the development of academic workload typologies; categorical regression with optimal scaling was used to determine the possible relationship of academic workload typologies and other selected demographic variables to levels of burnout.</p> <p><em>Results</em>. Four typologies of academic workload for Seventh-day Adventist colleges and universities emerged from the study of the data. The results of this study also revealed that full-time faculty showed that there was a significant relationship between academic workload and other selected demographic variables in levels of emotional exhaustion. The variables that contributed the most to levels of emotional exhaustion were academic workload typologies, teacher perception of academic workload intensity, and years of service in education. A significant relationship was found between the variables and levels of depersonalization, age being the highest contributor. No relationship was found between the variables studied and levels of personal accomplishment.</p>","abstract_has_math":false,"creators":["Gonzalez, Sylvia"],"institution":null,"degree_name":"Doctor of Philosophy","degree_level":"Dissertation","degree_discipline":"Higher Education Administration PhD","degree_department":null,"school":null,"contributors":["Hinsdale Bernard","Tevni E. Grojales","James R. Jeffery"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-01-01T08:00:00Z","date_published":"2003-01-01T08:00:00Z","updated_at":"2026-07-24T00:52:58Z","subjects":["Education","Higher Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.andrews.edu/dissertations/397","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hinsdale Bernard","Tevni E. Grojales","James R. Jeffery"]},{"key":"dc:creator","label":"Author","values":["Gonzalez, Sylvia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Higher Education Administration PhD"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Higher Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.andrews.edu/dissertations/397"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Problem statement. Research has shown that burnout is a widespread phenomenon among teachers, and that workload could be a possible predictor. No study had been done to date in Seventh-day Adventist colleges and universities in North America to determine the levels of burnout in full-time faculty. Research was necessary, therefore, to determine the possible impact of academic workload typologies, gender, age, years of service in education, rank of professorship, teacher perception of academic workload intensity, and teacher perception of academic workload on burnout levels in this population.
Methodology. A non-experimental, exploratory, correlational, field-based, and cross-sectional study was conducted. Data were collected from a sample of 90 department chairs, and 365 full-time university teachers in11 Seventh-day Adventist colleges and universities. A combination of purposive, stratified, and random sampling was used. Cluster analysis was utilized for the development of academic workload typologies; categorical regression with optimal scaling was used to determine the possible relationship of academic workload typologies and other selected demographic variables to levels of burnout.
Results. Four typologies of academic workload for Seventh-day Adventist colleges and universities emerged from the study of the data. The results of this study also revealed that full-time faculty showed that there was a significant relationship between academic workload and other selected demographic variables in levels of emotional exhaustion. The variables that contributed the most to levels of emotional exhaustion were academic workload typologies, teacher perception of academic workload intensity, and years of service in education. A significant relationship was found between the variables and levels of depersonalization, age being the highest contributor. No relationship was found between the variables studied and levels of personal accomplishment.
"]},{"key":"dc:title","label":"Title","values":["The Relationship of Academic Workload Typologies and Other Selected Demographic Variables to Burnout Levels Among Full-Time Faculty in Seventh-day Adventist Colleges and Universities in North America"]}]}],"canonical_facts":{"dc:contributor":["Hinsdale Bernard","Tevni E. Grojales","James R. Jeffery"],"dc:creator":["Gonzalez, Sylvia"],"dc:description.abstract":["Problem statement. Research has shown that burnout is a widespread phenomenon among teachers, and that workload could be a possible predictor. No study had been done to date in Seventh-day Adventist colleges and universities in North America to determine the levels of burnout in full-time faculty. Research was necessary, therefore, to determine the possible impact of academic workload typologies, gender, age, years of service in education, rank of professorship, teacher perception of academic workload intensity, and teacher perception of academic workload on burnout levels in this population.
Methodology. A non-experimental, exploratory, correlational, field-based, and cross-sectional study was conducted. Data were collected from a sample of 90 department chairs, and 365 full-time university teachers in11 Seventh-day Adventist colleges and universities. A combination of purposive, stratified, and random sampling was used. Cluster analysis was utilized for the development of academic workload typologies; categorical regression with optimal scaling was used to determine the possible relationship of academic workload typologies and other selected demographic variables to levels of burnout.
Results. Four typologies of academic workload for Seventh-day Adventist colleges and universities emerged from the study of the data. The results of this study also revealed that full-time faculty showed that there was a significant relationship between academic workload and other selected demographic variables in levels of emotional exhaustion. The variables that contributed the most to levels of emotional exhaustion were academic workload typologies, teacher perception of academic workload intensity, and years of service in education. A significant relationship was found between the variables and levels of depersonalization, age being the highest contributor. No relationship was found between the variables studied and levels of personal accomplishment.
"],"dc:identifier":["https://digitalcommons.andrews.edu/dissertations/397"],"dc:subject":["Education","Higher Education Administration"],"dc:title":["The Relationship of Academic Workload Typologies and Other Selected Demographic Variables to Burnout Levels Among Full-Time Faculty in Seventh-day Adventist Colleges and Universities in North America"],"thesis:degree_discipline":["Higher Education Administration PhD"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy"]},"updated_at":"2026-07-24T00:52:58Z"}