Investigating stress, burnout and intentions to quit by lecturers in an Institution of Higher Learning (IHL)

Abstract

The restructuring of the higher education system post-Apartheid brought with it challenges like financial shortcomings, increased demand and insecurity. Rapid changes are unavoidable and cause increasing emotional turmoil and stress. Throughout the literature study, it was clear that there is a definite link between stress, burnout and intentions to quit, and research has confirmed the same definite, substantial relationship. Burnout and intentions to quit increases as job stress escalates in the workplace. Using a cross-sectional design and convenience sample (n = 105), this study sought to determine the relationship between (and role of) job stressors and (in) burnout and intentions to quit. The results seem to suggest that 51% of the variance in emotional exhaustion could be explained by job characteristics. However, pace and the amount of work and emotional load were the only statistically significant predictors of emotional exhaustion. Forty-five per cent of the variance in mental distance was explained by job characteristics. However, emotional load and recognition were the only statistically significant predictors of professional efficacy. Twenty-eight per cent (28%) of the variance in professional efficacy was explained by job characteristics but none of the job characteristics proved to be statistically significant predictors of professional efficacy. Fifty-five per cent (55%) of the variance in intentions to quit was explained by job characteristics and burnout. However, relationships with colleagues, emotional exhaustion and mental distance proved to be the only statistically significant predictors of intentions to quit. Recommendations for the organisation and future studies are provided.