Are You Tired of Working amid the Pandemic? The Role of Professional Identity and Job Satisfaction against Job Burnout

Huaruo Chen, Fan Liu, Liman Pang, Fei Liu, Tingting Fang, Ya Wen, Shi Chen, Zhiyao Xie, Xuehui Zhang, Yihong Zhao and Xueying Gu
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Huaruo Chen: School of Education Science, Nanjing Normal University, Nanjing 210046, China
Fan Liu: School of Education Science, Nanjing Normal University, Nanjing 210046, China
Liman Pang: School of Education Science, Nanjing Normal University, Nanjing 210046, China
Fei Liu: School of Education Science, Nanjing Normal University, Nanjing 210046, China
Tingting Fang: School of Psychology, Nanjing Normal University, Nanjing 210046, China
Ya Wen: School of Education Science, Nanjing Normal University, Nanjing 210046, China
Shi Chen: School of Education Science, Nanjing Normal University, Nanjing 210046, China
Zhiyao Xie: School of Education Science, Nanjing Normal University, Nanjing 210046, China
Xuehui Zhang: School of Education Science, Nanjing Normal University, Nanjing 210046, China
Yihong Zhao: School of Education Science, Nanjing Normal University, Nanjing 210046, China
Xueying Gu: School of Education Science, Nanjing Normal University, Nanjing 210046, China

IJERPH, 2020, vol. 17, issue 24, 1-14

Abstract: With the outbreak of novel coronavirus in 2019, most universities changed from traditional offline teaching to online teaching, which brought about a large amount of problems, including teachers’ physical and mental problems. Because of teaching on the computer screen for a long period of time, the teacher lacks communication and can act casually. With long-term accumulation, the problem of teachers’ job burnout has become increasingly serious. The main purpose of this study was to examine the influence of professional identity on job burnout during the period of the novel coronavirus. At the same time, this study also discussed the moderating effect of job satisfaction on professional identity and job burnout, and its relationship between job satisfaction and job burnout. During the peak period of the COVID-19 epidemic, we conducted an online survey—483 Chinese university teachers with online teaching experience completed the Teacher Professional Identity Scale, Job Satisfaction Scale, and Job Burnout Scale. The results of this study found professional identity and job satisfaction of university teachers to be significantly negative predictors of job burnout, with job satisfaction playing a moderating role between professional identity and job burnout. This study also confirmed that professional identity and job satisfaction are important factors affecting job burnout of university teachers. Therefore, this study proposed that schools should adopt more effective strategies to improve university teachers’ professional identity and job satisfaction in order to reduce the practical problems of job burnout, ensure the effectiveness of online teaching, and maintain the sustainable development during the epidemic.

Keywords: university teachers; professional identity; job satisfaction; job burnout; COVID-19 (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (11)

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