Burnout among university faculty: the central role of work-family conflict

This study examined both direct and indirect associations of faculty burnout with psychosocial work environments, using the job resources-demands framework. A sample of 2,229 faculty members (57.1% male) throughout public universities in the Czech Republic completed a questionnaire comprising measur...

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Bibliographic Details
Published in:Educational psychology (Dorchester-on-Thames) 2018-07, Vol.38 (6), p.800-819
Main Authors: Zábrodská, Katerina, Mudrák, Jirí, Šolcová, Iva, Kveton, Petr, Blatný, Marek, Machovcová, Katerina
Format: Article
Language:English
Subjects:
academic staff
Age Differences
Burnout
College Faculty
Conflict
COPSOQ II
Educational psychology
Family Work Relationship
Foreign Countries
Grants
higher education
job demands-resources model (JD-R)
Occupational psychology
Predictor Variables
psychosocial work environment
Questionnaires
Role Conflict
Structural Equation Models
Teacher Burnout
Teacher Researchers
Teacher Responsibility
Teaching Conditions
Universities
University faculty
Work Environment
Work life balance
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Summary:This study examined both direct and indirect associations of faculty burnout with psychosocial work environments, using the job resources-demands framework. A sample of 2,229 faculty members (57.1% male) throughout public universities in the Czech Republic completed a questionnaire comprising measures of burnout and psychosocial work environment characteristics from the Copenhagen Psychosocial Questionnaire II. We formulated a structural model that hypothesised a positive effect of job demands (quantitative demands, work-family conflict (WFC), job insecurity) and a negative effect of job resources (influence, social community, role clarity) on burnout. Results showed that the strongest predictor of burnout was WFC, which had a direct positive effect on burnout and mediated the positive effect of quantitative demands on burnout. Further, a small direct negative effect of age and an indirect positive effect of involvement in research grants and administrative paperwork on burnout were observed. The findings indicate that university management can most effectively address burnout in academic staff not only by implementing policies that reduce WFC, workload and administrative paperwork, but also by providing more job resources to younger faculty and faculty involved in grant-based projects.
ISSN:0144-3410
1469-5820
DOI:10.1080/01443410.2017.1340590