Teacher Burnout and Collegiality at the Workplace in Higher Education Institutions in the Arab Gulf Region

Ebtesam A. Alzahmi, Shashidhar Belbase, Mohamed Al Hosani

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

The purpose of this study was to investigate the influence of teacher burnout on collegial relationships among faculty members in two higher education institutions- one in Kuwait and the other in the United Arab Emirates. A quantitative methodology was employed using a self-constructed online questionnaire. The results of the study showed that there was no statistically significant difference between the teachers’ perception of burnout and collegiality by gender, age group, and years of experience in teaching at a 0.05 level of significance. However, there was a statistically significant difference between the teachers in Kuwait and the UAE in their perception of burnout, although the difference was not significant for collegiality at a 0.05 level of significance. The findings also showed that the participants’ gender, age, and work experience were not predictors of collegiality, but the perception of burnout was a significant predictor of collegiality. Conclusions were drawn from the study’s findings, with implications for policy, practice, and future research.

Original languageEnglish
Article number718
JournalEducation Sciences
Volume12
Issue number10
DOIs
Publication statusPublished - Oct 2022

Keywords

  • Gulf region
  • burnout
  • collaboration
  • collegiality
  • stressor

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Developmental and Educational Psychology
  • Public Administration
  • Computer Science Applications

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