Professional Documents
Culture Documents
Emmanuel Anaele
Institute of Science and Technology, Girne American University
Abstract: Burnout is one of the problems faced by organizations and it has affected the input
issue as the profession is one that requires demanding energy. It is believed that its effect if not
taken care of will lead to inadequate academic attendance and poor academic achievement,
which has resulted to the evaluation of level of burnout among university lecturers in North
Cyprus. The analysis was done using Christina Maslach Burnout Inventory (MBI) measurement
process. The result obtained shows that the university lecturers show high level of burnout under
emotional exhaustion. However a few numbers show the same attitude under personal
accomplishment while a lot show a negative response toward depersonalization. The research
concluded that based on emotional exhaustion, university lecturers in North Cyprus experience
burnout.
Key words: Burnout, Emotional Exhaustion, Maslach Burnout Inventory (MBI), input capacity,
productivity
INTRODUCTION
It is always joyful choosing a career based on promising benefits which most of us have done but
is the work/job environment supporting the self-motivation of the individual effort and concerns?
The reality of job and proposed profiting benefits has diminished among workers, over a long-
run, with an absent mindedness of the presence of burnout, disappointment sets in, dissatisfaction
manifest, creating room for increase growth of burnout which has incubated. The adverse effect
known here as impacts reproduce undesirable outcome like lower emotional exhaustion, lower
cynicism, limiting the potentials of efficiency (Greenglass and Burke, 2000) not just on the
individual but also reflect on the organization. To find a work life balance means finding
equilibrium between our daily work activities and our other personal life activities. In-practice,
working policies are important to enable employee to achieve the work life balance in their day
to day activities as a close look at the phenomenon, stress is a major concern in trying to find
work-life balance and burnout becomes the effects. In different settings, prolonged stress and
burnout reflect on an individual input as well as the organization’s turnover therefore designing a
work flow process which will allow an employee to find a balance to other personal desire is
important.
The teaching profession indeed has many job demands and coping with the pressure of time and
the job demands create streams of stress and significantly result to burnout. Educators are seen as
the profession with the highest burnout level compared to workers in all other human service and
white collar jobs (Hakanen et al., 2006). Many teachers laying down the profession due to
workload and dissatisfaction, limited personal control over their teaching, decrease funding, low
level return of input and lack of societal commitment. It has been estimate that one quarter of
and everyday activities to balance our achievements and comfort in life has posed us mostly with
dissatisfaction, low job turnover (De Jonge et al., 2008), aims and objectives of the organization
difficult to achieve, and emotional exhaustion followed by depersonalization (Vachon M., Berger
A. M., Portenoy R. K., Weissmen D. E., 2002; Vahey et al., 2004) all contribute to burnout in
teachers. In some cases the problem is compounded by people working with them and their
social life as an individual, all making it difficult to create work life balance.
Burnout is considered as a complex result of transaction between personal needs and resources
and work environment factors as two individuals could experience burnout in different ways
even while working under same environmental factors/conditions. To find a work life balance
means finding equilibrium between our daily work activities and our other personal life
activities. In-practice, working policies are important to enable employee to achieve the work life
balance in their day to day activities as a close look at the phenomenon, stress is a major concern
in trying to find work-life balance and burnout becomes the effects. In different settings,
prolonged stress and burnout reflect on an individual input as well as the organization’s turnover
therefore designing a work flow process which will allow an employee to find a balance to other
Job stress among teachers is said to be control by Demand Control Model (DCM) and research
on burnout and its related factors has shown that DCM contain most of the inherent factors of
burnout. Example considered- emotional demand which could result from the misbehavior of
job stress and level of burnout among teachers and assumes that job demands and job resources
An energetic process of wearing out in which high job demands exhaust employee
organization commitment.
Understanding the two most important features in teaching - energetic features where the job
demands results to health problems through manifestation as burnout and the second
motivational in which job resources are important predictor of organization commitment through
Thus the energetic and motivational dimension mentioned as the most important features in
teaching may intertwine since job resources and demands are likely to exist differently
All these research uses the theory of JD-R model to classify existence of burnout in teaching
profession indicating that the energetic feature is more related to burnout than the motivational
feature. However understanding of the features will include the use of Conservation of Resource
Theory (CRO), (Hobfoll, 1989), which suggests that psychological strain occurs under one of
When individuals invest resources do not gain the expected level of return.
This therefore means that poor job resources will lead to burnout. Without doubt the theoretical
However, the research did not detailed variable application of these resources and how poor
resources could contribute to burnout. Therefore it calls for further research in the area (Hobfoll,
1989).
Different researches, Dworkin, (1985, 1987); Hock, (1988); Jenkins and Calhoun, (1991);
Brouwers and Tomic (2000); Guglielmi and Tatrow (1998); Jepson and Forrest (2006), focusing
on burnout and stress among teachers has been carried out knowing that burnout decrease
commitment and job demand factors and subunits of perceived factors has been regarded as a
major problem in teaching. Teaching involves certain high level of commitment because it
includes academic research, and further external studies and the responsibility of teachers to
students is on schedule making the teachers to continue to teach even when they are burned out
(Huberman, 1993). Burnout has been considered to result in behavioural changes and/or mental
illness among teachers therefore effort in preventing burnout should be of primary concern
considering the health status and level of emotional attachment and job demand of teachers.
Burnout is that point at which one can no longer withstand pressure, stress, or depression as a
result of working in an un-enabling environment. From the first time burnout was describe as a
been adopted to define its parameters and causes. Interestingly over these years, there has not
been a general agreed definition on burnout. This is because there are various factors which
contribute to it and which can be characterized by an individual. However it has been known that
burnout results more from the work environment and social life we as an individual are exposed
to.
There are various factors which could contribute to this, ranging from work-environmental
factors to work life balance factors. This could be later classified into internal and external
factors as more details will be unveil in this research. However the dominating factors classified
under work-environmental factors is mismatch of job activity with an individual, which does not
only reflect conflicts of interest but inferring to dissatisfaction with work life balance because the
internal interest of willingness of performing a job is absence. And the other dominating factors
from work life balance classified as over-achieving by an individual, turns to make life more
difficult than easier. And understanding of factors of burnout intends examining different work
groups and professions. This is because specific factor could vary across occupations and
professions but the root of burnout is in work environment and coping to find balance in work-
Many studies have separately studied burnout and factors contributing to it in different ideal
situations and although some studies have been conducted on the impelling effects of burnout
among professional workers in North Cyprus, there have been few studies on burnout among
Turkish high school teachers except Aydogan et al. (2009), who focused on secondary school
Turkish teachers and Yaratan and Uludag (2012) whose study, represent the version of burnout
among student in North Cyprus by examining the load on student and their feelings on burnout.
However as effort is made to minimize impacts of burnout among individuals, different studies
have called for proper understanding of how these factors leads to burnout, and the potential risk
a person may face when exposed to this (Aguayo et al., 2011). This is because burnout factor for
this affect them and its relation to academic excellence and this was carried out by the
application of the Maslach burnout inventory measurement as well as factor analysis to measure
the factors rates to help determine and measure burnout factors among university teachers in
North Cyprus.
Burnout could manifest in different ways. Those who have experienced this syndrome describe it
in different ways either as tired, drained, or without enthusiasm which cause most people to feel
Individuals subdued to this circumstance cannot be stable to make rational decision and it is
enabling environment, a work environment controlled by laws and policies which balances work
load, creates the right and healthy working conditions for the employee is important. By this
implication, an employee will have time and the opportunity to meet other personal or family
demands. And since there is need for staffs to be satisfied and be provided with better working
conditions (Graber et al, 2008), working environment with rigorous work disorders, increased
workload, insufficient reward and many more, reflects on the performance of the employee and
generally affects their other part of life and self-obligation to family and friends.
Burnout can results from stress due to students attitude and behavior which include hostility to
teacher, noisiness, not paying attention in class (Geving, 2007; Sorenson, 2007), level of
administrative support in planning, organizing and working out modalities which govern the
academic environment (Blase et al, 2008), work load characterize in job demand (Maslach,
1976), over fatigue (Blase et al., 2008), lack of important job resources to meet the job demands
(Hakanen et al, 2006), long-term situation that are emotionally demanding and inability to cope
with stress (Schaufeli and Greenglasss, 2001; Lazarus and Folkman, 1984), employees not being
satisfied with their reward/compensation and professional recognition (Graber et al, 2008;
Hanushek et al., 2001), the various changes occurring within a work place which has made so
many subsections of jobs to be eliminated, thus increasing the work load for others, job
insecurity, resulting to anger, cynicism and hostility in workers (Schaufeli et al., 1996),
organizational roles like job classification, conflict management (Schwab et al., 1983), which is
why it is important that individuals build up self-standard which could sustain stress and help
Christina Maslach, one of the pioneer researchers on burnout classified burnout into three
(Maslach, 1982). This has been found to be correlated to burnout and led to a valid acceptance of
the Maslach burnout inventory as a measurement of burnout (Gold et al., 1992). There has been a
call for mixed sequential and parallel development model, as whether emotional exhaustion and
personal accomplishment are independent or either parallel, rather than following each other. A
research by Leiter and Maslach (1988); Van Dierendonck, Schaufall and Sixua (1994, p89)
indicate that emotional exhaustion came first in the process model of burnout, which then
diminish the workers humor of personal accomplishment but Cordes & Dougherty (1993); De
Ryk, Le Blanc & Schaweli (1988), Lee & Ashforth (1996;P124) argue and challenge these
process model of burnout. It is also noted that professional uncertainty has both been indicated in
relationship between burnout as measured by Maslach burnout Inventory and the five basic
personality factors. The research describes personality in five basic factors as follows:
5. Introversion
Extroversion for instance, is characterized by rational problem solving (Dorn and Matthew,
1992; Watson & Hubbard, 1996), active, self-confidence, dominants and excitement seeking,
positive emotions and higher frequency and personal interaction with people and studies have
al.,1994. While introversion is a personality factor which prone a person to dissatisfaction like
negatively dissatisfied at every point in time, dissatisfied with job demand, working
environmental condition etc which has been described in Maslach studies on depersonalization.
The study was carried out within two major universities in North Cyprus - Eastern Meditation
University and Girne American University. The research adopted a non-probability approach, as
the available sample members represent the subset of the population used in this research. The
minimum sample size was extracted using the standard normal distribution set at 95%
confidence interval (1.96), percentage picking a choice or response (20% =0.20), and the
confidence interval (0.05 = ±5) and the research sample size of 12.29, aggregated to120 was
( )( )
The survey data was analyzed with SPSS statistical tool for an in-depth and quick statistical
evaluation of the mean, standard deviations and factor analysis of the descendant factors of
burnout principal factoring with iteration and varimax rotation and ANOVA for the mean
representing how often the feeling (0=never, 1=a few times a year, 2=once a month or less, 3=a
few times a month, 4=once a week, 5=a few times a week, 6=every day), was used as the
measurement tool to evaluate the perceived feeling of burnout among professional teachers in
North Cyprus. This is based on its general acceptance in the theoretical study of burnout. Survey
research was administered by self and the corresponding feed-back collected after some days.
Maslach Burnout Inventory was developed by Maslach in conjunction with Susan E. Jackson
(Maslach and Jackson, 1981). As one of the pioneer in the study of burnout, Maslach has
classified burnout into three classical dimensions in which all experience of burnout falls into
Emotional Exhaustion: measure the feeling of being emotionally over stretched and exhausted
work/job demand like self evaluation among work group or in work environment.
These dimensions represent a true measure of burnout among professional workers as burnout
has been found to be correlated with self-reported indexes of personal dysfunction and other job
disorders.
RESULTS
Table 1 summarizes the background characteristics of the respondents. Out of 120 respondents,
78 (65%) were female, 42 (35%) were male. Most of the respondents were Masters Degree
holder with 48 (40%) followed with a close range of 42 (35%), those with Doctorate Degree and
then Associate Professors, 18 (15%) and Professors, 12 (10%). A look at the age again tells us
that the level of degree and the age bracket of the respondents are closely related. This therefore
means that if the survey yields a positive relation to increased level of burnout, then the most
Table 2 shows the data reliability test to indicate the internal data consistency and reliability of
each dimension and the item total statistics based on the reliability test to evaluate the
consistency when each of the items are deleted in Table 3 shows that at any point when an item
is deleted, the other factors are reliable and the consistency is strong. This means that the scale
used for the survey is a reliable one and represent a valid measure of the in different sections.
Cronbach’s Number of
Alpha items
Emotional Exhaustion .922 9
Personal Accomplishment .519 8
Depersonalization .625 5
Table 4 shows the corresponding mean and variances of each item enlisted to measure emotional
exhaustion and personal accomplishment. The mean, and variance of the item list were measured
based on the respondent score value. The mean description shows a close relationship among
items which is used to measure the personal accomplishment and emotional exhaustion of
individual within the working environment. The variance between the item list in emotional
exhaustion shows that ―end of the rope‖ has a large gap difference among other elements in
emotional exhaustion and the variance among the mean group of personal accomplishment
shows that the mean value of ―ability to create a relaxed atmosphere‖ is very high than the
others.
As the variance indicated how closely these factors are to the mean value and can be used to
measure burnout, there is an indication that creating a relaxed atmosphere is simply not one to
be used to consider as an indicator to predict burnout level as it has a high variance of 13.904
against other figures. We believed that in spite of all odds, the lecturers are able to create a
relaxed atmosphere for themselves which has been able to help them control most of the effect of
burnout experienced day after day. Other result are shown below which will help us understand
circumstances.
Table 5: Descriptive Analysis of Response Rate on Each Item Element under Emotional
Exhaustion Factors
Table 6: Descriptive Analysis of Response Rate on Each Item Element under Personal
Accomplishment
Depersonalization
The level of satisfaction and importance of working condition among North Cyprus university
lecturers as shown in figure 1 indicated that a high number of the respondents have not been
satisfied with the working conditions which include working hours, commeasurable salary,
physical working conditions, opportunities provided by the universities which tells us that
achieving a work enabling environment has been difficult and thus has caused most lecturers to
be burned out. Also the presentation in figure 2 indicated that working hour, satisfying salary,
good working condition and good opportunities are all important factors which spin the lecturer
desire to work as a lecturer as most of respondents consented to this as we can see with the high
DISCUSSION
It was found in this research that burnout of university lecturers are rated high but has not
degraded the system of teaching or influenced their personal character or attitude towards their
recipient. From the results, 71.7% of the respondents indicated being emotionally drained due to
the nature of the job, 60.9% feels they are being used up, 50.9% feel fatigue in the morning as a
result of stress and pressure and 55.8% indicated that working with people prone them to stress
and depression leading to burnout. Also 70% of the population indicated completely burned out
while 60% have the feeling of being frustrated by their job due to work load and work
conditions. When respondents were asked if they have gotten at the end of the road in relation to
being emotionally exhausted, 78.4% answered that they feel they are at the end of the road every
day and once in a week. Thus, since lecturers in North Cyprus are emotionally exhausted, which
create the bases for experiencing burnout, they do experience burned out.
effectively with problems of their recipient, 56.6% indicated a good feeling of exhilarated after
encounter with their recipient, 66.7% indicate the ability to easily understand how their students
feel and help them manage the problems, 59.9% indicated that they have positively influence the
lives of their recipient, 88.3 % indicated that they maintain a feeling of being energetic, 61.6%
indicated among all odd they have been able to achieve worthwhile things within their work
environment, however only 26.6% indicated ability to create a relaxed atmosphere within the
work environment and 24.1 % that they have been able to deal with emotional problems calmly.
Conclusion
This research conclude that burnout is a situation to watch out among university lecturers as the
result from our analysis indicated that they face serious emotional exhaustion, engraved by work
condition, work load, etc. Therefore it is important that extensive procedure be taken to help
prevent increase rate of burnout and effectively minimize its impacts (Schaufeli and Greenglasss,
2001) before it get out of hand or affect the organization goals. In an encounter with some
lecturers while the research survey was being sampled, serious complains on managerial
decisions and administration has cause many lecturers to lose interest in teaching. Some of the
projectors, office desktop computers, internet services, feel of disappointment after finding out
that salaries paid are not in terms of the offer of agreement, no provision of health care scheme.
It was made to understand that it is discouraging to a teacher to buy his projector to use in the
class, share his mobile data in order to have access of internet, and carry bags of laptops, books
and lunch.
There are various ways that burnout level can be mitigated, as the root of burnout is job
dissatisfaction. Several sources of job dissatisfaction among lectures have been identified to
include staffing inadequacy, work schedule, lack of fairness, lack of involvement in decision
making, lack of support from administration, interpersonal conflict and inadequate pay.
Therefore institutions and organizations should focus on creating a healthy work environment in
which teachers and lecturers will feel supported by their peers, their supervisors, and recipients.
In addition, organizations should make available stress management workshops and other
educational programs that target lecturers' psychosocial well-being and interpersonal skills.
Engaging in lifelong learning is another way to help combat burnout. Continuing education in
areas or work force management can help infuse energy into lecturers and help them renew their
Recommendation
Based on the statistical result, we understand that respondents are emotionally burned-out
because of work environmental conditions associated with work over load, lack of control over
one’s work, and insufficient reward for one’s contribution. Thus it is recommended that to
mitigate the increase level of burnout, work load must be reduced. This requires employing more
teachers who will share in the labor, ratio of class work to a teacher will reduce. Also creating
self-involvement is important, this has been restricted among lecturers due to lack of control over
one’s work. We must understand that the nature of man most times are based on theories of
motivation especially in a work environment, therefore providing sufficient rewards for one
contribution is important.
As lecturers spend more time at work than at home, providing them with the amenities that
should make life in the university more relaxed and comfortable one is very important, this can
be done by providing necessary infrastructures needed which will promote effective teaching,
improve competency, resourcefulness and efficiency through training, capacity building and
motivation is necessary and more providing them with a reserved refectory. Providing proper
needs and behavior toward policies, burnout level and provide possible solution to each problem
REFERENCES
Aguayo, R., Vargas, C., De la Fuente, E., & Lozano, L. M. (2011). A meta-analytic reliability
Aiken, L. H., Clarke, S. P., Sloane, D. M., Sochalski, J. A., Busse, R., Clarke, H. & Shamian, J.
(2001). Nurses’ reports on hospital care in five countries. Health affairs, 20(3), 43-53.
Aydogan, I., Dogan, A. A., & Bayram, N. (2009). Burnout among Turkish high school teachers
psicopedagogica.org/revista/new/english/LeerArticulo.php.
Bakker, A. B., Van Der Zee, K. I., Lewig, K. A., & Dollard, M. F. (2006). The relationship
between the big five personality factors and burnout: A study among volunteer
SOCP.146.1.31-50.
Bandura, A. (1992). Exercise of personal agency through the self-efficacy mechanism. In This
chapter includes revised and expanded material presented as an invited address at the
annual meeting of the British Psychological Society, St. Andrews, Scotland, Apr 1989..
Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-
Carr, J. L. (2006). Healthy Nurse: Escape Burnout and Discover the Ultimate Life/Work
Costa, P. T., & McCrae, R. R. (1987). Neuroticism, somatic complaints, and disease: Is the bark
De Jonge, J., Le Blanc, P. M., Peeters, M. C., & Noordam, H. (2008). Emotional job demands
and the role of matching job resources: A cross-sectional survey study among health care
http://dx.doi.org/10.1016/j.ijnurstu.2007.11.002.
Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-
Dhaniram, Nirasha (2009) Stress, burnout and salutogenic functioning amongst community
http://hdl.handle.net/10500/1526.
Dorn, L., & Matthews, G. (1992). Two further studies of personality correlates of driver stress.
Impact on Children (78713–7998). Austin, TX: Hogg Foundation for Mental Health.
Dworkin, A. G. (1987). Teacher Burnout in the Public Schools: Structural Causes and
Eastburg, M. C., Williamson, M., Gorsuch, R., & Ridley, C. (1994). Social support, personality,
Erenstein, C. F., & McCaffrey, R. (2007). How healthcare work environments influence nurse
Evans, G. D., Bryant, N. E., Owens, J. S., & Koukos, K. (2004, October). Ethnic differences in
and Youth Care Forum (Vol. 33, No. 5, pp. 349-371). Kluwer Academic Publishers-
Plenum Publishers.
Freudenberg, H. J. (1989). Burnout: contemporary issues, trends and concerns. Anchor press,
Geving, A. M. (2007). Identifying the types of student and teacher behaviors associated with
Gold, Y., Roth, R. A., Wright, C. R., Michael, W. B., & Chin-Yi, C. (1992). The factorial
T. (2008). Predicting changes in staff morale and burnout at community health centers
1403-1423.
Greenglass, E. R., & Burke, R. J. (2000). The relationship between hospital restructuring, anger,
Guglielmi, R. S., & Tatrow, K. (1998). Occupational stress, burnout, and health in teachers: A
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among
http://www.wilmarschaufeli.nl/publications/Schaufeli/246.pdf.
Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (2001). Why public schools lose teachers. NBER
Hoffman, A. J., & Scott, L. D. (2003). Role stress and career satisfaction among registered
Jenkins, S., & Calhoun, J. F. (1991). Teacher stress: Issues and intervention. Psychology in the
Jepson, E., & Forrest, S. (2006). Individual contributory factors in teacher stress: The role of
Kristensen, T. S., Hannerz, H., Høgh, A., & Borg, V. (2005). The Copenhagen Psychosocial
Questionnaire-a tool for the assessment and improvement of the psychosocial work
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer publishing
company.
theory and research (pp. 237 – 250). Washington, DC7 Taylor & Francis.
Leiter, M. P., & Maslach, C. (1988). The impact of interpersonal environment on burnout and
differences between burnout and prolonged fatigue in the working population. QJM,
100(10), 617-627.
Leone, S. S., Huibers, M. J., Knottnerus, J. A., & Kant, I. J. (2008). The prognosis of burnout
Maslach C. (1982). Burnout: The Cost of Caring. Cambridge, MA: Malor Books; 2003.
Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of
McHugh, M. D., Kutney-Lee, A., Cimiotti, J. P., Sloane, D. M., & Aiken, L. H. (2011). Nurses’
widespread job dissatisfaction, burnout, and frustration with health benefits signal
Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship
Schaufeli, W. B., & Greenglass, E. R. (2001). Introduction to special issue on burnout and
Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement
of engagement and burnout: A two sample confirmatory factor analytic approach. Journal
of Happiness studies, 3(1), 71-92.
http://www.wilmarschaufeli.nl/publications/Schaufeli/178.pdf.
Schaufeli, W.B., Leiter, M.P., Maslach, C. & Jackson, S.H. (1996). MBI-General Survey. In: C.
Maslach, S.E. Jackson, & M.P. Leiter (Eds.), Maslach burnout inventory Manual (3rded.).
Schwab, R. L., Iwanicki, E. F., & Pierson, D. A. (1983). Assessing role conflict and role
587-593.
Schwarzer (Ed.), Self-efficacy: Thought control of action (pp. 3-38). Washington, DC:
Hemisphere.
Shanafelt, T. D., Boone, S., Tan, L., Dyrbye, L. N., Sotile, W., Satele, D.& Oreskovich, M. R.
(2012). Burnout and satisfaction with work-life balance among US physicians relative to
http://dx.doi.org/10.1001/archinternmed.2012.3199.
Spânu, F., Băban, A., Bria, M., Dumitraşcu, D.L. (2012). What happens to health professionals
when the ill patient is the health care system? Understanding the experience of practicing
Watson, D., & Hubbard, B. (1996). Adaptation style and dispositional structure: Coping in the
Yaratan, H., & Uludag, O. (2012). The impact of verbal aggression on burnout: An empirical