Thuan Minh Hoang NGUYEN, Thu Hoai Thi DO, Quang Nhat NGUYEN

FACTORS CONTRIBUTING TO VIETNAMESE UNIVERSITY LECTURERS’ BURNOUT IN ONLINE EMERGENCY CLASSROOMS AMIDST THE COVID-19 PANDEMIC

This large-scale study aimed to investigate the impacts of underlying factors on lecturers’ burnout in emergency online classrooms during the outbreak of the Covid-19 pandemic. The study attracted the participation of 399 lecturers who are conducting online emergency classrooms from 30 universities and colleges across Vietnam. Data analyses with EFA, CFA, and SEM indicated that such factors as support resources, anxiety towards emergency online teaching and Coronavirus, lecturer’s technological and pedagogical content, and knowledge significantly impacted their burnout levels. In contrast, no significant difference in burnout states was found between lecturers with different demographic features, including different genders and their residence. The results from this study also suggested critical pedagogical implications for higher education leaders and administrators to prepare emergency online classes for sustained education in times of crisis.

Keywords:

administrative support, Covid-19, anxiety, burnout collegial support, emergency online classes, TPACK,

PDF

___

Ainur, A. K., Sayang, M. D., Jannoo, Z., & Yap, B. W. (2017). Sample size and non-normality effects on goodness of fit measures in structural equation models. Pertanika Journal of Science and Technology, 25(2), 575–586.
Al-Fudail, M., & Mellar, H. (2008). Investigating teacher stress when using technology. Computers and Education, 51(3), 1103–1110. https://doi.org/10.1016/j.compedu.2007.11.004
Altinay-Gazi, Z., & Altinay-Aksal, F. (2017). Technology as mediation tool for improving teaching profession in higher education practices. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), 803–813. https://doi.org/10.12973/eurasia.2017.00644a
Antoniou, A.-S., Ploumpi, A., & Ntalla, M. (2013). Occupational stress and professional burnout in teachers of primary and secondary education: The role of coping strategies. Psychology, 04(03), 349–355. https://doi.org/10.4236/psych.2013.43a051
Austin, V., Shah, S., & Muncer, S. (2005). Teacher stress and coping strategies used to reduce stress. Occupational Therapy International, 12(2), 63–80. https://doi.org/10.1002/oti.16
Behr, D. (2017). Assessing the use of back translation: the shortcomings of back translation as a quality testing method. International Journal of Social Research Methodology, 20(6), 573–584. https://doi.org/10.1080/13645579.2016.1252188
Chen, H., Liu, F., Pang, L., Liu, F., Fang, T., Wen, Y., Chen, S., Xie, Z., Zhang, X., Zhao, Y., & Gu, X. (2020). Are you tired of working amid the pandemic? The role of professional identity and job satisfaction against job burnout. International Journal of Environmental Research and Public Health, 17(24), 1–14. https://doi.org/10.3390/ijerph17249188
Cordaro, M. (2020). Pouring from an Empty Cup: The case for compassion fatigue in higher education. Building Healthy Academic Communities Journal, 4(2), 17. https://doi.org/10.18061/bhac.v4i2.7618
Cooper, L., Laster-Loftus, A., & Mandernach, B. J. (2019). Efficient online instruction: Maximum impact in minimal time. Online Journal of Distance Learning Administration, 22(3).
Cross, T., & Polk, L. (2018). Burn bright, not out: Tips for managing online teaching. Journal of Educators Online, 15(3). https://doi.org/10.9743/jeo.2018.15.3.1
Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2020). Exploring the structural relationship among teachers’ technostress, technological pedagogical content knowledge (TPACK), computer self-efficacy and school support. Asia-Pacific Education Researcher, 29(2), 147–157. https://doi.org/10.1007/s40299-019-00461-5
Estrada-Muñoz, C., Castillo, D., Vega-Muñoz, A., & Boada-Grau, J. (2020). Teacher technostress in the chilean school system. International Journal of Environmental Research and Public Health, 17(15), 1–17. https://doi.org/10.3390/ijerph17155280
Fagan, M. H., Neill, S., & Wooldridge, B. R. (2003). An empirical investigation into the relationship between computer self-efficacy, anxiety, experience, support and usage. Journal of Computer Information Systems, 44(2), 95–104. https://doi.org/10.1080/08874417.2004.11647572
Fernández-Castillo, A. (2021). State-anxiety and academic burnout regarding university access selective examinations in Spain during and after the COVID-19 lockdown. Frontiers in Psychology, 12, 17. https://doi.org/10.3389/fpsyg.2021.621863
Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of Marketing Research, 18(3), 382–388. https://doi.org/10.1177/002224378101800313
García-González, M. A., Torrano, F., & García-González, G. (2020). Analysis of stress factors for female professors at online universities. International Journal of Environmental Research and Public Health, 17(8). https://doi.org/10.3390/ijerph17082958
Hammond, H., Coplan, M., & Mandernach, B. J. (2018). Administrative considerations impacting the quality of online teaching. Online Journal of Distance Learning Administration, 21(4), 1–18.
Hidalgo-Andrade, P., Hermosa-Bosano, C., & Paz, C. (2021). Teachers’ mental health and self-reported coping strategies during the covid-19 pandemic in ecuador: A mixed-methods study. Psychology Research and Behavior Management, 14, 933–944. https://doi.org/10.2147/PRBM.S314844
Hogan, R. L., & McKnight, M. A. (2007). Exploring burnout among university online instructors: An initial investigation. Internet and Higher Education, 10(2), 117–124. https://doi.org/10.1016/j.iheduc.2007.03.001
Joo, Y. J., Lim, K. Y., & Kim, N. H. (2016). The effects of secondary teachers’ technostress on the intention to use technology in South Korea. Computers and Education, 95, 114–122. https://doi.org/10.1016/j.compedu.2015.12.004
Kelly, N., & Antonio, A. (2016). Teacher peer support in social network sites. Teaching and Teacher Education, 56, 138–149. https://doi.org/10.1016/j.tate.2016.02.007
Lackritz, J. R. (2004). Exploring burnout among university faculty: Incidence, performance, and demographic issues. Teaching and Teacher Education, 20(7), 713–729. https://doi.org/10.1016/j.tate.2004.07.002
Lee, S. A. (2020). Coronavirus anxiety scale: A brief mental health screener for COVID-19 related anxiety. Death Studies, 44(7), 393–401. https://doi.org/10.1080/07481187.2020.1748481
Maatuk, A. M., Elberkawi, E. K., Aljawarneh, S., Rashaideh, H., & Alharbi, H. (2021). The COVID-19 pandemic and E-learning: Challenges and opportunities from the perspective of students and instructors. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-021-09274-2
Maheshwari, G. (2021). Factors affecting students’ intentions to undertake online learning: an empirical study in Vietnam. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10465-8
Martin, J. (2000). Hidden gendered assumptions in mainstream organizational theory and research. Journal of Management Inquiry, 9(2), 207–216. https://doi.org/10.1177/105649260092017
Mesci, M. (2020). The mediating effect of organizational learning on the relationship between the cost leadership strategy and business performance: A study on travel agencies. Journal of Economy Culture and Society, February, 323–343. https://doi.org/10.26650/jecs2020-0085
Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher, July, 325–327. https://doi.org/10.3102/0013189X211004138
Santelli, B., Stewart, K., & Mandernach, J. (2020). Supporting high quality teaching in online programs. Journal of Educators Online, 17(1).
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (Track): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149. https://doi.org/10.1080/15391523.2009.10782544
Shu, Q., Tu, Q., & Wang, K. (2011). The impact of computer self-efficacy and technology dependence on computer-related technostress: A social cognitive theory perspective. International Journal of Human-Computer Interaction, 27(10), 923–939. https://doi.org/10.1080/10447318.2011.555313
Silva, W. A. D., de Sampaio Brito, T. R., & Pereira, C. R. (2020). COVID-19 anxiety scale (CAS): Development and psychometric properties. Current Psychology, 1. https://doi.org/10.1007/s12144-020-01195-0
Sokal, L. J., Trudel, L. G. E., & Babb, J. C. (2020). Supporting teachers in times of change: the job demands- resources model and teacher burnout during the COVID-19 pandemic. International Journal of Contemporary Education, 3(2), 67. https://doi.org/10.11114/ijce.v3i2.4931
Taber, K. S. (2018). The use of cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
Toker, B. (2012). life satisfaction among academicians: An empirical study on the universities of turkey. Procedia - Social and Behavioral Sciences, 47(1), 190–195. https://doi.org/10.1016/j.sbspro.2012.06.637
Tümkaya, S. (2007). Burnout and humor relationship among university lecturers. Humor, 20(1), 73–92. https://doi.org/10.1515/HUMOR.2007.004
Whitehead, A., Ryba, K., & O’Driscoll, M. (2000). Burnout among New Zealand primary school teachers. New Zealand Journal of Psychology, 29(2), 52–60.
Yeşilyurt, E., Ulaş, A. H., & Akan, D. (2016). Teacher self-efficacy, academic self-efficacy, and computer self-efficacy as predictors of attitude toward applying computer-supported education. Computers in Human Behavior, 64(November), 591–601. https://doi.org/10.1016/j.chb.2016.07.038
Zadok-Gurman, T., Jakobovich, R., Dvash, E., Zafrani, K., Rolnik, B., Ganz, A. B., & Lev-Ari, S. (2021). Effect of inquiry-based stress reduction (Ibsr) intervention on well-being, resilience and burnout of teachers during the covid-19 pandemic. International Journal of Environmental Research and Public Health, 18(7). https://doi.org/10.3390/ijerph18073689