Burnout in the hybrid workplace: Examining the struggle of language lecturers in Malaysia
DOI:
https://doi.org/10.24200/jonus.vol9iss2pp577-602Abstract
Background and Purpose: Many workers struggle with stressful conditions, resulting in work burnout. While studies have examined issues revolving around working from home, research on hybrid work environment is lacking, particularly in Malaysian contexts. This study aims to examine work burnout issues faced by language lecturers in a hybrid work landscape.
Methodology: A quantitative cross-sectional survey design was employed in this study. An adapted Copenhagen Burnout Inventory was administered online to 130 language lecturers from two public universities in Selangor through a random sampling procedure. To determine levels of personal, work-related, and colleague-related burnout, data were analysed using descriptive statistics analyses which were conducted on SPSS Version 29.
Findings: The findings revealed that personal and work-related burnout are perceived as sometimes contributing to burnout. Conversely, colleague-related burnout is perceived less frequently, suggesting minimal impact on burnout in interactions with colleagues. The overall low burnout levels suggest that hybrid working could be an effective arrangement for educators in the long run.
Contributions: The insights gained on work burnout among language lecturers will be particularly useful in manoeuvring work effectively in academia, hoping to address issues within the UN SDG Goal 3, where good health and well-being would be the focus.
Keywords: Work-life balance, hybrid workplace, burnout, academia, language lecturers.
References
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García-Rivera, B. R., Mendoza-Martínez, I. A., García-Alcaraz, J. L., Olguín-Tiznado, J. E., Camargo Wilson, C., Araníbar, M. F., & García-Alcaraz, P. (2022). Influence of resilience on burnout syndrome of faculty professors. International Journal of Environmental Research and Public Health, 19(2), 1-19.
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Isa, K., & Palpanadan, S. T. (2020). Prevalence causes of stress and coping strategies among Malaysian university lecturers. International Journal of Higher Education, 9(5), 312-321.
Izquierdo, J., Sandoval Caraveo, M. D. C., De la Cruz Villegas, V., & Zapata Díaz, R. (2021). University language instructors’ preparedness for TechnologyMediated instruction and burnout during the COVID-19 Pandemic. Íkala, Revista de Lenguaje y Cultura, 26(3), 661-695.
Jachens, L., & Houdmont, J. (2019). Effort reward imbalance and job strain: A composite indicator approach. International Journal of Environmental Research and Public Health, 16(21), Article 4169.
Jacobson, D. A. (2016). Causes and effects of teacher burnout [Doctoral dissertation]. Walden University.
Jafar, A., Dollah, R., & Sakke, N. (2022). Assessing the challenges of e-learning in Malaysia during the pandemic of Covid-19 using the geo-spatial approach. Scientific Reports, 12, Article 17316.
Jafri, N., Abd Manaf, U. K., & Razali, F. (2020). Exploring teachers' pedagogical practices in teaching Mandarin as a foreign language in MARA educational institutions, Malaysia. International Journal of Learning, Teaching and Educational Research, 19(6), 76-94.
Jalali, Z., & Heidari, A. (2016). The relationship between happiness, subjective well-being, creativity, and job performance of primary school teachers in Ramhormoz City. International Education Studies, 9(6), 45–52.
Jarmas, B., & Raed, Z. (2018). Stress and burnout among lecturers and pedagogical instructors in colleges of education. European Journal of Education Studies, 4(4), 142-160.
Kim, J., & de Dear, R. (2013). Workspace satisfaction: The privacy communication trade off in open plan offices. Journal of Environmental Psychology, 36, 18–26.
Kinman, G., Wray, S., & Strange, C. (2011). Emotional labour, burnout, and job satisfaction in UK teachers: The role of workplace social support. Educational Psychology, 31(7), 843-856.
Kitayama, S., Markus, H. D., Matsumoto, H., & Norasakkunkit, V. (1997). Individual and collective process in the construction of the self: Self-enhancement in the United States and self-criticism in Japan. Journal of Personality and Social Psychology, 72(6), 1245-1267.
Kovalkova, T., & Malkova, T. (2021). Burnout Syndrome: A study among lecturers.
Proceedings of the International Conference on Economics, Law, and Education Research, 170, 69-74.
Kristensen, T. S., Borrits, M., Villadsen, E., & Christensen, K. B. (2005). The Copenhagen Burnout inventory: A new role for the assessment of burnout. Work & Stress, 19(3), 192-207.
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Leo, C. G., Sabina, S., Tumolo, M. R., Bodini, A., Ponzini, G., Sabato, E., & Mincarone, P. (2021). Burnout among healthcare workers in the COVID 19 era: A review of the existing literature. Frontiers in Public Health, 9, Article 750529.
Li, X. (2022). A theoretical analysis of the preventive role of English as a foreign language teachers’ occupational adjustment and psychological hardiness in their job burnout. Frontiers in Psychology, 13, Article 939617.
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing, and negative emotions. System, 94, Article 102352.
MacIntyre, P. D., Ross, J., Talbot, K., Mercer, S., Gregersen, T., & Banga, C. A. (2019). Stressors, personality, and wellbeing among language teachers. System, 82, 26-38.
Majumdar, P., Biswas, A., Sahu, S. (2020). COVID-19 pandemic and lockdown: Cause of sleep disruption, depression, somatic pain, and increased screen exposure of office workers and students of India. Chronobiology International, 37(8), 1191–1200.
Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103–111.
McCormick, J., & Barnett, K. (2011). Teachers’ attributions for stress and their relationships with burnout. International Journal of Educational Management, 25(3), 278-293.
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Meymandpour, R., & Bagheri, Z. (2017). A study of personality traits, viz, extraversion and introversion on telecommuters' burnout. Telecom Business Review, 10(1), 1–7.
Mheidly, N., Fares, M. Y., & Fares, J. (2020). Coping with stress and burnout associated with telecommunication and online learning. Frontiers in Public Health, 8, Article 574969.
Miguel, C., Castro, L., Marques Dos Santos, J. P., Serrão, C., & Duarte, I. (2021). Impact of COVID-19 on medicine lecturers' mental health and emergency remote teaching challenges. International Journal of Environmental Research and Public Health, 18(13), 1-18.
Mohammed, S. S., Celik, S., & Budu, T. (2020). Burnout determinants and consequences among university lecturers. Journal of Amazonia, 9(27), 13-24.
Nunnally, J. C., & Bernstein, I. H. (1994). Psychosomatic theory (3rd ed.). McGraw-Hill.
Papastylianou, A., Kaila, M., & Polychronopoulos, M. (2009). Teachers’ burnout, depression, role ambiguity and conflict. Social Psychology of Education, 12(3), 295-314.
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2024-07-31
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Burnout in the hybrid workplace: Examining the struggle of language lecturers in Malaysia. (2024). Journal of Nusantara Studies (JONUS), 9(2), 577-602. https://doi.org/10.24200/jonus.vol9iss2pp577-602
