Date of Conferral

2022

Degree

Ph.D.

School

Nursing

Advisor

Leslie C. Hussey

Abstract

Nursing faculty early in their careers face challenges involving transitioning into new roles, high workloads, and lack of support, making them vulnerable to burnout. Burnout is a syndrome characterized by emotional exhaustion, depersonalization, and low personal accomplishment. The purposes of this study, guided by Maslach’s burnout theory, were to determine if there is a relationship between emotional intelligence and mentorship in terms of burnout among nursing faculty who are in their early careers, if there are differences in terms of burnout among these nursing faculty who have received mentorship compared to those who did not receive, and if there is a relationship between EI and burnout among these nursing faculty. A sample of 139 nursing faculty with less than 7 years of experience completed the Maslach Burnout Inventory for Educators and the Schutte Self Report Emotional Intelligence Test. Data were analyzed using multivariate analysis of variance. Results revealed that there were significant differences in burnout subscale scores for depersonalization and personal accomplishment between early career faculty who received mentorship and those who did not, and those without mentorship had higher burnout subscale scores. Results also revealed that those with low emotional intelligence had higher burnout scores. Future research should involve investigating retention rates involving nursing faculty, mentorship, and burnout. Engaging nursing faculty and academic communities about burnout and the benefits of strategies aimed at professional and personal development can lead to positive social change.

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