Self-efficacy, work satisfaction and burnout among teachers in private universities in China: Inputs to faculty development plan

Abstract

This study aims to determine the Faculty Members of Higher Education Institutions' degree of likelihood of burnout in terms of emotional exhaustion, depersonalization, and personal accomplishment; to determine the their level of work engagement in terms of vigor, dedication, and absorption; and to determine their work life balance level of agreement in terms of Work Interference with Personal Life (WIPL), Personal Life Interference with Work (PLIW), and Work/Personal Life Enhancement (WPLE). Furthermore, is to test significant differences on burnout experience, work engagement, and work life balance when grouped according to their profile. Moreover, is to test the significant relationship between burn out and work engagement and work life balance. And to conclude the study, is to develop a human resource development plan in a work from home engagement. The study revealed that during the pandemic, Faculty Members of Higher Education Institutions sometimes being engaged in their teaching role. Also, the study showed that they are experiencing work life balance. In addition, they disagree that they are not experiencing work life balance. The Human Resource Development plan focuses on three key results areas on burnout level, work engagement, and work life balance. Burnout level can be measured on the impact on the cognitive and emotional aspect of the teachers, whereas work engagement can be assessed on their level of work engagement. Moreover, work life balance can be analyzed on their increased level of satisfaction.