Date of Conferral

2019

Degree

Ph.D.

School

Counselor Education and Supervision

Advisor

Melinda Haley

Abstract

With the increase in pressures related to teaching online, counselor educators are experiencing greater amounts of burnout. The purpose of this quantitative causal-comparative survey study was to assess for significant differences and correlations between synchronous and asynchronous communication modes on online counselor educators' job satisfaction levels as measured by the Online Instructor Satisfaction Measure, and levels of burnout, as measured by the Maslach Burnout Inventory Educators Survey. The researcher used Moore's theory of transactional distance as the theoretical framework to answer 2 research questions: (a) Is there a significant difference in faculty satisfaction and burnout levels based on communication modes?; and (b) Is there a relationship between satisfaction and burnout for faculty members depending on their use of synchronous and asynchronous communication modes? The researcher solicited participants for the study through the CESNET listserv and the CACREP graduate program database. A total of 125 participants completed surveys and 2 data analysis techniques were used. Results of the t test indicated that counselor educators had significantly higher levels of satisfaction, higher levels of personal accomplishment and significantly lower levels of emotional exhaustion when using synchronous communications. The Pearson correlation analysis results indicated significant correlations between satisfaction, emotional exhaustion, depersonalization, and personal accomplishment depending on the type of communications. The study will potentially contribute to social change by providing information useful for the implementation of teaching methods that improve overall faculty satisfaction and decrease burnout.

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