Adjusting to Online Teaching: The Role of ESL Instructors’ Online Job Satisfaction in Predicting Burnout (75550)
Session Chair: Napat Jitpaisarnwattana
Saturday, 11 November 2023 10:30
Session: Session 1
Room: Sri Sachanalai
Presentation Type: Paper Presentation
The COVID-19 pandemic caused a sudden and drastic switch to online teaching in higher education. However, online teaching has been met with resistance by some instructors (Allen et al., 2016; Bates, 2018; Sokal et al., 2020). As more Canadian universities expand their online ESL courses, it is unclear how these changes will affect instructor’s levels of job satisfaction and experiences of burnout. (Schaufeli et al., 2009; Cephe, 2010). To address potential unforeseen effects, the goal of this study is to discover if the switch to online teaching leads to Canadian university-level L2 English instructors experiencing lower levels of job satisfaction and higher rates of burnout.
This study uses Maslach and Leiter’s (2016) three-fold definition of burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment) and Bolliger and Wasilik’s (2009) three-factor approach to job satisfaction (student-related, institution-related, or instructor-related). The study is guided by the following research questions: (1) Do instructors of online English courses perceive themselves as having lower job satisfaction due to teaching online? (2) Are online ESL instructors experiencing burnout? Finally, (3) Does decreased online job satisfaction correlate with increased experiences of burnout? Participants completed Maslach and Jackson’s (1981) Maslach Burnout Inventory-Educator Survey and Bolliger and Wasilik’s (2009) Online Faculty Satisfaction Survey, as well as participated in an online interview. Data collection and analyses are ongoing, but based on the available literature and preliminary findings, we predict that when teaching online compared to in person: (1) teachers will experience lower levels of job satisfaction and higher rates of burnout; (2) teachers will rate institution-related factors as the cause of lower job satisfaction; and (3) Institution related factors in job satisfaction will be a predictor in emotional exhaustion and depersonalization. As more universities expand their online ESL courses, institutions must address the effects these changes have on teachers’ emotional wellbeing. This study will address the unforeseen effects these changes have on instructors' job satisfaction and levels of burnout.
Abstract Summary
This study examines the relationship between post-secondary ESL instructors’ online job satisfaction and rates of burnout. The study is guided by the following research questions: (1) Do instructors of online English courses perceive themselves as having lower job satisfaction? (2) Are online ESL instructors experiencing burnout? Finally, (3) Does decreased online job satisfaction correlate with increased experiences of burnout? Participants completed an online survey consisting of Bolliger and Wasilik’s (2009) Online Faculty Satisfaction Survey and Maslach and Jackson’s (1981) Maslach Burnout Inventory-Educator Survey, as well as an online interview. Data collection and analyses are ongoing, but we predict that when teaching online compared to in person: (1) teachers will experience lower levels of job satisfaction and higher rates of burnout; (2) teachers will rate institution-related factors as the cause of lower job satisfaction; and (3) institution related factors in job satisfaction will be a predictor in emotional exhaustion and depersonalization.
Authors:
Nina Maness, Concordia University, Canada
Walcir Cardoso, Concordia University, Canada
About the Presenter(s)
Ms Nina Maness is a University Postgraduate Student at Concordia University in Canada
See this presentation on the full schedule – Saturday Schedule
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