Exploring the Relationship of Burnout, Retention, and Tenure between Full-Time Professors Teaching in a Traditional Brick-and-Mortar Environment and Full-Time Professors Teaching in a Fully Online Environment
Year: 2018
Type: article
Study design: Observational Study
Abstract: The purpose of this study was to examine the effects of educational delivery as it related to burnout in full-time college professors in a Southern California Christian university. The problem addressed was examining the relationship of full-time faculty burnout between two educational delivery methods, traditional brick-and-mortar educational delivery and fully online educational delivery, in a Southern California Christian university. This study was significant as the phenomenon of burnout in relation to brick-and-mortar full-time professors and online full-time professors had yet to be researched in a Southern California Christian university. In addition, burnout in online faculty members had rarely been studied because the online teaching methodology is a recent addition to the field of academia. The researcher applied the work-life framework and work-family balance framework when conducting this study. The results of the study found no significant statistical relationship exists between burnout rates of full-time college professors and course delivery method. Further, the findings revealed there was no significant statistical relationship between burnout and retention of full-time college professors and course delivery method, or between burnout and length of tenure of full-time college professors and course delivery method. The study is relevant to organizational change as the results indicate educational delivery does not affect levels of burnout. As such, leaders must equally employ resources to mitigate burnout in both traditional and fully online teaching settings. From a biblical standpoint, humankind has been called to work, but has also been called to rest.
Author: Scott Dunbar
Language: English
Topic: Stress and Burnout Research
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2786617234