As a modern epidemic, burnout is the leading reason educators leave the profession. Guided by the job demands–resources theory, this study empirically examines the underlying processes associated with burnout and the direct relationships between job characteristics (i.e., job demands and job resources), turnover intention, and work engagement among a U.S. sample of educators ( n = 855). Although both job demands and job resources were positively related to work engagement, job demands had a stronger influence. Job demands and job resources were related to burnout; however, job resources had a stronger effect. Burnout mediated the relationship between job demands and work engagement as well as job resources and turnover intention. This study shows that job demands and job resources play an important role in burnout and work engagement. As a workplace phenomenon, addressing burnout requires leaders and managers to create organizational strategies that strengthen and support the work environment. Findings from this study may help inform practice and policy changes, including the intentional development of supportive work environments, carefully crafted positions with person-fit in mind, and effective monitored paid time off policies and processes. Other recommendations and future research are also offered.

Military veterans comprise a significant demographic that is adding to the diversity of the U.S. federal workforce. Using data from the 2015 Federal Employee Viewpoint Survey, this study examined the relationship between organizational inclusion, human resource practices, trust in leadership, and organizational commitment among military veterans and nonveterans in federal agencies. Structural equation modeling showed the positive impact of organizational inclusion and human resource practices on organizational commitment was partially mediated by trust in leadership. Human resource practices had a greater impact than organizational inclusion on organizational commitment. Human resource practices, however, had less of an impact on organizational commitment and trust in leadership among military veterans as compared with nonveterans. Organizational inclusion had more of an impact on trust in leadership among the military veterans than the nonveterans in the study. There was no difference based on veteran status regarding the impact of trust in leadership on organizational commitment.

National attention and resources are being brought to the issue of supporting the economic success of America's military veterans. Deemed an essential part of their transition and reintegration, employment remains a major area of focus. As such, various initiatives and hiring preferences in public and private organizations have reduced the obstacles to employment for those transitioning from the military to the civilian workplace. This is particularly the case in U.S. federal agencies, where military veterans comprise an increasingly significant demographic that is adding to the diversity of the workforce. These military veterans bring a unique set of values, life experiences, and perspectives to the civilian workforce that often differ from those of non-military veterans. In 2016, military veterans comprised 31.1% of the federal workforce as compared to 27.6% in 2013. These increases coincide with agency efforts to move from a sole focus on diversity towards a focus on diversity and inclusion-an effort designed to move away from simply ensuring proportional representation from various groups towards integrating the diverse perspectives of various demographic groups into the organization. This article provides a theoretical context for better understanding the perceptions and attitudes of veterans and how perceptions of agency diversity and inclusion efforts may differ between military veterans and non-veterans.

Burnout is identified as an individual work-related outcome that plagues educators within Cooperative Extension. Extension educators are particularly susceptible to burnout due to the unique set of demands and stressors they face, including geographic isolation, long work hours, prolonged driving times, and emotionally demanding interactions with clients, peers, local government, and administration. This review examines the literature relevant to Extension and burnout, discusses predictors and outcomes of burnout, and examines theories that have been used to investigate burnout. While studies have shed light on burnout within Extension from discipline and individual state perspectives, this review identifies the need for an updated examination of burnout with a regional or national scope. Additionally, job demands-resources theory is identified as a lens to better understand and explain burnout among Extension educators. As a prevalent issue that requires deeper understanding, the job demands-resources theory comprises principles from work motivation, job design, and job stress literatures and has been used to understand, explain, and make predictions about job burnout. At a time when issues related to Extension are front and center in academe and mainstream media, understanding burnout can help support the continued success of Extension. Other implications are also discussed.

No abstract