Examining Faculty Burnout, Well-Being, and Job Performance

Session Type: Symposium

Abstract

This interactive symposium has two objectives: a) to disseminate findings of research carried out on psychosocial variables and environmental factors and their relationship with faculty well- being and academic performance, and b) to engage symposium participants in reflection on the implications of findings to their respective contexts. Using relatively large, independent, and international samples, different theoretical perspectives, and mixed methodologies, the four presentations in the symposium examine antecedents of burnout and work engagement; the potential of emotion regulation in buffering emotional exhaustion, job satisfaction, intentions to quit, and physical and psychological well-being; faculty motivational strategies in response to academic career setbacks; and the extent to which faculty motivation can predict the utilization of teaching best practices.

Sub Unit

• SIG-Faculty Teaching, Evaluation, and Development

Chair

• Alenoush Saroyan, McGill University

Papers

• Occupational Well-Being in Canadian Research Universities: Predictors of Faculty Burnout and Engagement - Zaynab Sabagh, McGill University; Alenoush Saroyan, McGill University; Nathan C. Hall, McGill University; Sarah-Genevieve Trepanier

• Faculty Emotion Regulation, Stress, and Well-Being - Raheleh Salimzadeh, McGill University; Alenoush Saroyan, McGill University; Nathan C. Hall, McGill University

• The SAS Project: Exploring the Role of Motivational Strategies in Faculty Well-Being - Nathan C. Hall, McGill University

• Faculty Motivation for Teaching: Testing a Self-Determination Theory–Based Model Across Institution Types - Robert H. Stupnisky, University of North Dakota; Allison BrckaLorenz, Indiana University; Bridget Yuhas, Indiana University - Bloomington; Frederic Guay, Université Laval