Abstract
The primary purpose of this study was to examine the prevalence of burnout among university academicians in Ethiopia in relation with emotional intelligence and areas of work life factors. Descriptive survey study design, specifically cross-sectional survey was employed. 375 academic staffs were selected by using proportionate stratified random sampling method. Purposive sampling was followed to select 6 universities and two universities from each generation of universities. Maslach Burnout Inventory 22 items of Educators Survey, 28 items of the Areas of Work life Survey and 33 items of Brief Emotional Intelligence Scale (BEIS-10) were used to collect information from respondents. Relationship of variables with burnout was tested using Pearson correlation coefficients and two sample t-test. The findings of the present study showed that there was moderate level of burnout on the university academicians. Emotional intelligence have significant association at 0.01 and the association is positive and very strongly with burnout. Work area life has positive and very strong association with burnout level among university academic staff which is significant at 0.01 two tailed test. Finally the concerned bodies should consider different direction to prevent academicians from burnout and it is also recommended that administrators and the educationists utilize these findings to develop and improve teacher performance and prevent the on-set of burnout.
Highlights
Burnout is one in every of recognized job-related psychosocial issues that were outlined within the early 1970, once comparatively intensive social disruptions and powerful social commitments among numerous social teams (Farber, 2000)
The present study focused on investigating the emotional intelligence, work areas of life and burnout on academic staff of selected universities in Ethiopia
The general purpose of this study was to assess the correlation of emotional intelligence, areas of work life and burnout syndrome among selected university academicians in Ethiopia
Summary
Burnout is one in every of recognized job-related psychosocial issues that were outlined within the early 1970, once comparatively intensive social disruptions and powerful social commitments among numerous social teams (Farber, 2000). Work situations in universities require academician to work on a regular basis due to tight deadlines, understaffing or emergency contingencies These changes in the education system contribute in psychosocial risk such as overstrain, chronic job stress and burnout for academician. Teaching at higher institution level demands rigorous tasks like conducting scientific researches, providing advisory services, developing curriculum, providing community services, supervising students, engaging in consultancy services, arranging workshops and seminars, and delivering guidance and counseling services to their students and the community at large. This range of activities can lead academicians under great pressure and challenge. For effective accomplishment of all these academic and extra-curricular activities, academicians need to be emotionally well-adjusted/organized and socioeconomically well-reinforced (Shukla & Trivedi, 2008)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
