WORK SELF-EFFICACY AND BURNOUT SYMPTOMS: EXPLORING THEIR INTERPLAY AMONG TECHNOLOGY AND BUSINESS EDUCATORS IN PUBLIC UNIVERSITIES IN NIGERIA
Keywords:
Burnout symptoms, business educators, public universities, work self-efficacy, technology educators.Abstract
This study draws on the insight from the job demands-resources (JD-R) theory to explore the interplay between work self-efficacy and burnout among technology and business educators in public universities in South-South Nigeria. To guide the study, six research questions were raised and five hypotheses were formulated. The researcher employed a correlational survey approach. The population of 288 technology and business educators was used as sample due to its manageable size. The instrument for data collection was two structured questionnaires, titled “Questionnaire on Technology and Business Educators Abilities to Exert Work Self-efficacy” and “Questionnaire on technology and business educator’s experiences of the work burnout symptoms”. The instrument that measured work self-efficacy was made up of three items, while the instrument that measured burnout was made up of 23 items, divided into four clusters. The instruments were validated by three experts, one in Technology Education, one in Business Education and one in Measurement and Evaluation. Cronbach’s alpha was used in obtaining the reliability coefficients for each of the scale: Self-efficacy (3 items, α = 0.83), exhaustion (8 items, α = 0.81), mental distance (5 items, α = 0.74), cognitive impairment (5 items, α = 0.73), emotional impairment (5 items, α
- 82) and overall work burnout (23 items, α = 0.93). Data analyses were performed using Mean, standard deviation, Pearson’s correlation and linear regression with bias-corrected and accelerated bootstrap regression estimated statistics. The results of the present study indicated that technology and business educators rarely exerted low self-efficacy and always experienced high burnout symptoms, such as: Exhaustion, mental distance, cognitive impairment and emotional impairment among technology and business educators in public universities. The results also indicated that work self-efficacy did not significantly/positively predict burnout symptoms, such as: Exhaustion, mental distance, cognitive impairment and emotional impairment among technology and business educators in public universities. The authors of the study therefore concluded that burnout symptoms experienced by technology and business educators is a function of their exertion of low self-efficacy. The authors further recommended among others that university administrators and managers should endeavour to implement the policies that will assist technology and business educators to exert high self-efficacy and prevent burnout symptoms.
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