Abstract

This quantitative study was carried out to examine the relationship between burnout and self-efficacy levels of academics and determine whether the burnout and self-efficacy levels varied significantly according to gender, title, and working years. In this study, the relational scanning method was used within the general screening model based on quantitative data. Ninety-three faculty members from a leading private university in Erbil, Iraq, participated in the study. The participants were from various departments, holding different titles and varying years of experience. The Maslach Burnout Inventory Survey for Educators (Maslach, Jackson, and Leiter 1996)and Luszczynska, Scholz, and Schwarzer’s (Luszczynska, Scholz, and Schwarzer 2005)general Self-efficacy Scale were used to evaluate the level of burnout and self-efficacy. Data were collected through online questionnaires and analyzed for correlation, t-Test, and one-way variance analysis in SPSS 23.0. The results indicate a significant association between burnout and the self-efficacy levels of university lecturers. However, it was determined that burnout levels of the faculties differ significantly according to gender, title, and work years, while self-efficacy does not show a significant difference.

Keywords: Burnout, gender, self-efficacy, title, university lecturers, work year

doi:10.23918/vesal2021v2