Examining staff burnout during the transition to teaching online due to COVID-19 implications

Abstract

Orientation: COVID-19 generated the need for changes in the higher education sector, sparking a shift to online approaches ultimately increasing workload. This study assessed the prevalence of burnout symptoms among academics at an online university in South Africa.Research purpose: Assessing prevalence and severity of burnout symptoms among academics and its impact on work engagement.Motivation for research: Academics are central to the teaching and learning processes at higher education institutions. Health and wellness has an impact on institutional functionality. As academic workloads increase, so does the likelihood of burnout, which can influence academic functioning.Research approach/design and method: Cross-sectional design.Main Findings: High levels of burnout within open, distance and e-learning (ODeL) academic staff member population is evident with 75% of staff experiencing high or very high burnout. High levels of burnout were concentrated among senior lecturers, with teaching experience and have at least a PhD. The regression coefficient for work engagement (B = –0.364, p ≤ 0.001) indicated that for each point increase in work engagement, there was a decrease in burnout of 0.364.Practical implications: High levels of burnout include job dissatisfaction, reduced quality of work, and increased absenteeism. Addressing burnout contributes to retaining experienced staff, improved job satisfaction and quality output. This paper highlights the impact of teaching transitions on the academic workforce, contributing towards wellness interventions aiding burnout recovery.Contribution/value-add: This paper highlights the impact of teaching transitions on the academic workforce within South Africa, contributing towards wellness interventions aiding the recovery from burnout.

Burnout en organizaciones. Perspectivas teóricas y estrategias de gestión innovadoras para los retos actuales

“…De tal manera que el género es un factor que incide en el burnout (Fynn, 2023). Asimismo, Marcassa (2022) identifica que existe un mayor grado de burnout en mujeres que en hombres, al abordar el caso de centros de investigación en diferentes países de Europa.…”

Self-Perceptions and Benefits of Psychological Resilience Among Women Academics in the Context of Working in South African Higher Education Institutions (SA-HEIs): A Mixed-Method Approach

“…For example, senior academics might be expected to have higher workloads of teaching and research and be prepared to cope with higher demands than junior academics. However, given contextual experiences of adversity, senior academics might have higher perceived PR and lower perceived NMHOs than junior academics (Fynn & Van der Walt, 2023 ; Naidoo-Chetty & du Plessis, 2021). When work-related support is perceived by the women academics to be present and positive, the results may be demonstrated through lower levels of work-related NMHOs; for example: stress, depression, anxiety, burnout, and compassion fatigue.…”

From 'business as usual' to 'business unusual': Online academic literacy development for education students during the Covid-19 pandemic.

“…There is a plethora of research in the field concerned with the implications of Covid-19 on HE (see Alex, 2022;Essop, 2021;Fynn & Van der Walt, 2023;Landa, Zhou & Marongwe, 2021;Moodley, 2022). However, ERTL experiences of writing centre practitioners working in university contexts that are structurally and culturally designed for the traditional face-to-face mode, students' experiences of ERTL, and the impact of ERTL on students' learning and progression with studies must be considered.…”