Burnout Among University Academicians: an Empirical Study on the Universities of Turkey

Toker, Boran

doi:10.31671/dogus.2019.155

Cited by 32 publications

(21 citation statements)

References 43 publications

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“…The obtained results, as well as other available research (e.g. Kebde, Gedfie, 2018;Lackritz, 2004;Toker, 2011;Visotskaya et al, 2015), support the assumption that university teachers' profession can be classified as the occupation of higher risk for burnout at work. Therefore, in order to find out how to deal with this problem, the identification of antecedents of professional burnout is of crucial importance.…”

Section: Discussionsupporting

confidence: 84%

“…Visotskaya and colleagues (2015) identified that 46% of humanitarian subjects teachers in Russian universities had experienced exhaustion. The burnout level of the university academicians in Turkey was found to be on the average level (Toker, 2011). Unfortunately, there is a lack of research in Lithuania about the prevalence of burnout among university teachers.…”

Section: Introductionmentioning

confidence: 99%

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Job Demands-Resources and Personal Resources as Risk and Safety Factors for the Professional Burnout Among University Teachers

Stelmokienė

Genevičiūtė-Janonė

Gustainienė

et al. 2019

PED

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The study was oriented to identify the main risk and safety factors for the professional burnout among university teachers in Lithuania. 257 participants filled up a self-administered questionnaire in a cross-sectional survey. 42.8 percent of university teachers in Lithuania indicated that are often or permanently suffering from professional burnout. Quantitative and emotional demands alongside with perceived social support from a supervisor acted as risk factors, and personal resources and social support from colleagues – assafety factors for the professional burnout.

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Section: Discussionsupporting

confidence: 84%

Section: Introductionmentioning

confidence: 99%

Job Demands-Resources and Personal Resources as Risk and Safety Factors for the Professional Burnout Among University Teachers

Stelmokienė

Genevičiūtė-Janonė

Gustainienė

et al. 2019

PED

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“…The findings infer that younger, less experienced and novice academics aged 30 and below probably felt less valued thus reflecting in their lower PA scores. This is well supported by Toker, () who found that those aged 21–30 experienced higher levels of DP. In addition, “unpartnered” academics had higher DP scores (Kizilci et al, ).…”

Section: Resultssupporting

confidence: 72%

Occupational stress facing nurse academics—A mixed‐methods systematic review

Singh

Cross

Munro

et al. 2020

Journal of Clinical Nursing

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Aim To better understand occupational stress faced by nurse academics. Methods A mixed‐methods systematic review, following the Joanna Briggs Institute [JBI], (Joanna Briggs Institute Reviewers’ Manual: 2014 edition, 2014) process. Studies were assessed for quality and risk of bias by using standardised critical appraisal instruments from the Joanna Briggs Institute. In addition, processes and reporting were checked against the Equator guidelines. See Appendix S1. Results The review revealed that nursing academics do experience occupational stress, including burnout. Occupational stress for academic nurses is associated with various factors including work–life balance, workload issues, resources and support, and adapting to change. However, much of the literature focuses on nurses during the initial transition from clinical to academic environment, with rather less focus on established mid‐to‐late career nurse academics. Discussion Occupational stress and burnout are evident in the university academic workforce, adversely affecting the well‐being of academic nurses, and the long‐term sustainability of the academic nursing workforce. While there is considerable literature focusing on the novice academic nurse, particularly during the transition period, rather less is known about occupational stress among academic nurses across the career trajectory. Various strategies to deal with the negative consequences of occupational stress are identified, including (a) quality mentors for novice and younger nursing academics; (b) training in resilience building for novice academics; (c) supporting collegial relationships and reducing bullying; (d) assistance for professional development and research; (e) better support and resources to overcome increasing workloads; and (f) greater work‐related empowerment to enhance job satisfaction. Conclusion There is a need for a broader whole‐of‐career research focus to more fully identify, explore and mitigate the occupational stressors that negatively affect the academic nurse workforce. Relevance to clinical practice A strong and resilient academic nurse workforce is essential for the sustainability of the profession. Organisations should review their work practices and provide greater work‐related empowerment to reduce occupational stressors among nursing academics.

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“…Maslach, Schaufeli and Leiter (2001) identified the dimensions of burnout as emotional exhaustion, depersonalization and loss of the sense of personal accomplishment. Emotional exhaustion is defined as the consumption of one's emotional resources; depersonalization refers to detached attitude towards people at workplace; and the loss of personal accomplishment is defined as a state of ineffectiveness and inadequacy towards job performance and the situations faced at workplaces (Togia, 2005;Toker, 2011). The most important dimension of burnout is emotional exhaustion (Tuğrul & Çelik, 2002) as it leads to losing the energy to continue the job.…”

Section: Burnoutmentioning

confidence: 99%

The Effect of Teacher Burnout on Organizational Commitment in Turkish Context

Akdemir

2019

JETS

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The aim of this research is to determine the effect of teachers’ burnout on their organizational commitment. The model of this research is correlational survey model. The participants of the study are 173 teachers working at elementary and secondary schools in Turkey. Maslach Burnout Inventory and Organizational Commitment Scale are used as data collection instruments. For data analysis, Pearson correlation analysis, and basic and multiple regression analysis are applied with SPSS. The findings of the study showed that emotional exhaustion dimension of burnout and compliance dimension of organizational commitment in terms of teachers’ perceptions were found at high level in comparison with other dimensions of burnout and organizational commitment. Also, it is determined that there is a negative, moderate and significant relationship between teachers’ burnout and their organizational commitment. Besides, teachers’ organizational commitment significantly predict their burnout. The findings of this research are discussed with related studies and some implications are presented.

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Burnout Among University Academicians: an Empirical Study on the Universities of Turkey

Cited by 32 publications

References 43 publications

Job Demands-Resources and Personal Resources as Risk and Safety Factors for the Professional Burnout Among University Teachers

Job Demands-Resources and Personal Resources as Risk and Safety Factors for the Professional Burnout Among University Teachers

Occupational stress facing nurse academics—A mixed‐methods systematic review

The Effect of Teacher Burnout on Organizational Commitment in Turkish Context

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