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

<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>

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Higher Education Administration PhD

Year

2003

Author dc:creator

• Gonzalez, Sylvia

Contributors dc:contributor

• Hinsdale Bernard
• Tevni E. Grojales
• James R. Jeffery

• Education
• Higher Education Administration

Repository record dc:identifier

https://digitalcommons.andrews.edu/dissertations/397

OAI identifier oai:identifier

oai:digitalcommons.andrews.edu:dissertations-1396