Abstract
The success of an educational institution is heavily based on instructors’ occupational satisfaction and their happiness at their workplace. Therefore, determining the case of the instructors’ wellbeing in order to improve working standards is really important to sustain high quality in education. In this sense, this study set out to identify state of academicians in terms of their level of burnout, vigor and occupational satisfaction at a department of Fine Arts Education at Uludag University. All 42 academician participants attended the study. To determine the level of burnout and vigor, Shirom-Melamed Burnout Measure was employed, and to learn participants’ occupational satisfaction levels, a questionnaire developed by authors was used. The results show that burnout and vigor have negative correlation and occupational satisfaction has negatively correlated with emotional exhaustion, which is a sub-dimension of burnout but positively correlated with physical strength, which is a sub-dimension of vigor. Moreover, it is determined that the academicians who go to the doctor less frequently have higher occupational satisfaction and the academicians who are facing health issues have higher level of burnout. The results confirm that health status significantly affects one sub-dimension of burnout, which is physical fatigue.
Highlights
IntroductionPeople working in almost all professions work longer and more, which decreases occupational satisfactions and increases their level of burnout
Occupational satisfaction is the most common issue of today’s modern world
In a study, which is carried out in Ondokuz Mayis University, it is found that female academicians have significantly higher level of burnout when compared to male academicians (Cavusoglu, Unver, Dogan, Islamoglu, and Ozdemir, 2015)
Summary
People working in almost all professions work longer and more, which decreases occupational satisfactions and increases their level of burnout. Occupational satisfaction can be defined as a body of feelings that a person has towards inner and outer factors related with his job (Kilic, Tanrikulu and Ugur, 2013). High burnout level is associated to unwell job satisfaction (Evans et al, 2006; Gursel and Sunbul, 2002; Koustelios and Tsigilis, 2005; Ogresta, Rusac and Zorec, 2008; Ozyurt, Hayran and Sur, 2006) and job burnout is common as a result of intense relations and stressful workplaces (Filiz, 2014). Burnout was first defined by Freudenberger in 1974 as the feeling physically and emotionally exhausted due to the job conditions. When compared to other professions, teachers have high levels of exhaustion (Maslach, Jackson, and Leiter, 1996; Schaufeli and Enzmann, 1998)
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