scholarly journals The Relationship between Resilience and Academic Burnout among Faculty Members

2021 ◽  
Vol 13 (2) ◽  
pp. 15-25
Author(s):  
Z Mansourian ◽  
H Karimi Moonaghi ◽  
J Sarabadani ◽  
H AshrafiFard ◽  
◽  
...  
2018 ◽  
Vol 3 (2) ◽  
pp. 114-136
Author(s):  
Eman I AHMED

Faculty engagement has been proved to be a critical driver of the universities’ efficiency and effectiveness. The first step towards building an engaged workforce is to get a measure of faculty perceptions of their engagement level to their universities. Accordingly, the purpose of this paper is to investigate the faculty members' engagement in the Imam Abdulrahman Bin Faisal University. It examines the relationship between the faculty professional variablesand their level of engagement to their institutions. William Kahn's (1990) three-component model of employee engagement was partially adapted as a framework to measure the faculty members' engagement. A questionnaire was used to better address the objective of this study. The data were obtained from the Imam Abdulrahman Bin Faisal University (Dammam University) through an internet-based survey. The validity and the reliability of the questionnaire has been evaluated and reported. Results of the analyses show that cognitive engagement is reported to be higher than both the emotional and physical engagement, with a mean rating of 4.040 and a standard deviation of .487, based on the five-point scale. Given the engagement level of the faculty members in this study, the university administrators should develop policies, and strategies that encourage and support engagement among faculty members at the University in order to maximize their engagement. Policy makers must also take into consideration the needs of the faculty members


Author(s):  
Katarzyna Tomaszek ◽  
Agnieszka Muchacka-Cymerman

Most previous research has examined the relationship between FB addiction and burnout level by conducting cross-sectional studies. Little is known about the impact of changes in burnout on FB addiction in an educational context. Through a two-way longitudinal survey of a student population sample (N = 115), this study examined the influence of changes in academic burnout over time and FB motives and importance (measured at the beginning and the end of the semester) on FB intrusion measured at the end of the academic semester. The findings show that: (1) increases in cynicism and in FB motives and importance significantly predicted time2 FB intrusion; (2) FB importance enhanced the prediction power of changes in the academic burnout total score, exhaustion and personal inefficacy, and reduced the regression coefficient of changes in cynicism; (3) the interaction effects between FB social motive use and changes in academic burnout, as well as between FB importance and personal inefficacy and exhaustion, accounted for a significant change in the explained variance of time2 FB intrusion. About 20–30% of the variance in time2 FB intrusion was explained by all the examined variables and by the interactions between them. The results suggest that changes in academic burnout and FB motives and importance are suppressive variables, as including these variables in the regression model all together changed the significance of the relationship between independent variables and FB intrusion.


2009 ◽  
Vol 32 (2) ◽  
pp. 87-100 ◽  
Author(s):  
Christopher Murray ◽  
Allison Lombardi ◽  
Carol T. Wren ◽  
Christopher Keys

This investigation examined the relationship between prior disability-focused training and university faculty members' attitudes towards students with learning disabilities (LD). A survey containing items designed to measure faculty attitudes was sent to all full-time faculty at one university. Analyses of 198 responses indicated that faculty who had received some form of disability-focused training scored higher on factors pertaining to Willingness to Provide Exam Accommodations, Fairness and Sensitivity, General Knowledge About LD, Willingness to Personally Invest in Students with LD, and personal actions, such as Inviting Disclosure and Providing Accommodations, and lower scores on negatively valenced factors than did faculty who had not received prior training. Faculty who had previously attended disability-related workshops and courses reported the most positive attitudes, followed by faculty who had participated in “other” forms of training (i.e., reading books and articles or visiting websites) and faculty who had received no prior training. The total number of types of training experienced and time spent engaged in training was predictive of faculty attitudes as well as faculty-reported satisfaction with prior training. Implications of the findings are discussed.


PEDIATRICS ◽  
1981 ◽  
Vol 68 (2) ◽  
pp. A54-A54
Author(s):  
J. F. L.

A. Bartlett Giamatti, the president of Yale University has deplored the "mounting wave of regulation" and "requirements for massive amounts of paperwork" that he said Federal agencies heaped upon researchers supported by Government grants. Echoing a strong note of discontent voiced by many active in university-based scientific research, Mr Giamatti said "excessive or unthinking regulation" had damaged the relationship between government and universities. "There is a powerful resentment on all sides, and distrust," he told 500 people at the opening dinner of the annual Association of Yale Alumni assembly. "A radical skepticism bordering on open contempt for our centers of learning surfaces again." Researchers at universities across the country have been protesting strongly against a government regulation, put into effect three months ago, that requires them to complete detailed "personnel activity reports" before they are reimbursed for "indirect costs"–overhead expenses–incurred during their work. Of $68 million Yale received in federal funds last year, Mr Giamatti said, $21 mfflion was for "indirect costs." Under the new rule, researchers at Stanford University say they will have to complete 80,000 reports instead of the present 3,000, at a cost of between $250,000 and $300,000, Mr. Giamatti told the assembly, quoting from an article in Science magazine. Critics also point to a 1968 Bureau of the Budget report evaluating time and effort reports when the original A-21 regulation, written in 1958, was revised in 1967 to include these reports. "Time or effort reports now required of faculty members are meaningless and a waste of time," the 1968 report says.


Author(s):  
Samar Fahed Al-Faleh

The study aimed to identify the level of social support (support by friends, support from the family, support by the teacher), and to analyze the relationship between social support and achievement among students of High school students in government schools. The study followed descriptive analytical approach based on a questionnaire applied to 137 students of Karak government schools. The study found that the students get moderate level of social support; the study showed that the level of friends support came first, followed by teacher support, followed by family support, and found a relationship between social support and achievement in Students of Karak government schools. In light of the results, the study recommended several recommendations, the most important of which is to sensitize parents and faculty members about the importance of social support.


2018 ◽  
Vol 20 (1) ◽  
pp. 113 ◽  
Author(s):  
Palwasha Bibi ◽  
Ashfaq Ahmad ◽  
Abdul Halim Abdul Majid

This study investigated the impact of training and development and supervisors support on employees retention. Furthermore, the current study also investigates the moderating effect of the work environment on the relationship between training and development, supervisors support, and employees’ retention. A survey was undertaken to collect data from 250 faculty members working in public sector universities in Pakistan. PLS path modeling was employed to analyze the data. The results revealed that training and development and the support of the supervisors had a significant relationship with the retention of employees. Similarly, the results also revealed that the work environment moderated the relationship between training and development, supervisors support, and employees’ retention. Finally, the implications, limitations and recommendations for further research were discussed.


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