Date of Conferral

2-18-2025

Degree

Ph.D.

School

Education

Advisor

Ioan Ionas

Abstract

Online universities rely on adjunct faculty even though including them in institutional processes is challenging and might be related to burnout. The relationship between the level of workplace inclusion and burnout of adjunct faculty has not been investigated. The purpose of this quantitative study was to explore the relationship between the level of workplace inclusion and burnout of adjunct faculty at online universities, moderated by instructor age, gender, and the number of years teaching as an adjunct. The conservation of resource theory by Hobfoll was used as the theoretical framework. For this quantitative nonexperimental correlational research design, data from 104 adjunct faculty surveys were analyzed using linear regression with moderation to explore workplace inclusion and burnout, with potential moderation by the instructor’s age, gender, and the number of years teaching as an adjunct. The results indicated a statistically significant relationship between the level of workplace inclusion and burnout of adjunct faculty at online universities, with the faculty’s age being the only moderating variable with statistically significant results (p < .001 and p < .034, respectively). Adjunct faculty may benefit from the results of this study by building awareness of the need to seek out resources, such as professional development, which might prevent burnout. Online universities may benefit when using these results to better improve working conditions for adjunct faculty employed at their institution, which may see improved retention for adjunct faculty, improved teaching practices, and improved student statistics, prompting positive social change over time.

Download

Share

 
COinS