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Title

Faculty Burnout In The California State University System

Date of Award

1985

Document Type

Dissertation

Abstract

Purpose. The purposes of this study were to determine: (a) to what extent does faculty burnout exist within the California State University (CSU) system; (b) the correlation between faculty burnout and various demographic factors; (c) the correlation of the measured variables of burnout as related to self-perceptions; and (d) the dimensions of burnout within the CSU system. Procedures. Full-time faculty from each of the 19 CSU campuses were surveyed. Two questionnaires were used to canvass respondents' feelings of burnout: (a) Maslach Burnout Inventory (MBI) and (b) Faculty Feeling Survey. The number of responses analyzed was 370. Findings. Comparing the CSU faculty with MBI norms, CSU faculty scores indicated fewer feelings of being overworked, mentally exhausted, and experiencing ambivalence toward recipients of their services. Respondents' scores indicated slightly higher feelings of personal accomplishment as compared to the MBI norms. Comparing CSU faculty scores with various demographic data, the findings show no significant difference among the 19 campuses, department size, marital status, and the highest degree earned. Demographic variables which indicated significance were the job classification of Assistant Professor reporting the lowest burnout on both Personal Accomplishment subscales; tenure track faculty were less burned out and experienced higher personal accomplishment; newer faculty experienced lower burnout on Personal Accomplishment-Intensity subscale; females rated higher burnout on both Emotional Exhaustion subscales than males, yet more personal accomplishment. The 31 to 40 age group reported the lowest burnout on Personal Accomplishment subscales; Blacks indicated lower burnout on Personal Accomplishment-Frequency subscale; and faculty in their present job for five years or less demonstrated higher burnout on both Emotional Exhaustion subscales. Faculty with 6 to 10 years total teaching experience displayed higher burnout on Depersonalization-Frequency; faculty missing more work days reflected higher burnout on Emotional Exhaustion-Frequency; and the majority of faculty who had not taken a sabbatical revealed they were less burned out on the Personal Accomplishment-Intensity subscale than did those who had taken a sabbatical.

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