The Job Demands in Predicting Burnout During COVID-19 Among Teaching Faculty at KSAU-HS, Jeddah, Saudi Arabia.

Abstract

PurposeThis study aimed to assess the burnout among faculty members of King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), Jeddah, during the COVID-19 pandemic and investigate their adaptations to online teaching.Patients and MethodsThe study utilized a survey research design, and a validated questionnaire was e-mailed to faculty members. The Maslach Burnout Inventory – Educators Survey was used to assess burnout in three domains (emotional exhaustion, depersonalization, and personal accomplishment), in addition to their adaptations to online teaching.ResultsA total of 112 faculty members completed the survey with a response rate of 25%. Females comprised 50.9% of the sample. Burnout assessment among faculty showed moderate emotional exhaustion and personal accomplishment. In contrast, the level of depersonalization was low. When assessing the impact of the shift to online education during the pandemic, 87.5% of the respondents reported increased confidence in online teaching and learning effectiveness.ConclusionFaculty members at KSAU-HS reported moderate emotional exhaustion. Fortunately, this had a moderate impact on students’ intellectual development and well-being. Most of the faculty feedback supported online teaching during the pandemic.