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

Author

Listed:
  • Huaruo Chen

    (School of Education Science, Nanjing Normal University, Nanjing 210046, China
    Center for Research and Reform in Education, Johns Hopkins University, Baltimore, MD 21286, USA)

  • 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
    School of Education Science, Huaiyin Normal University, Huaian 223000, 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)

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.

Suggested Citation

  • Huaruo Chen & Fan Liu & Liman Pang & Fei Liu & Tingting Fang & Ya Wen & Shi Chen & Zhiyao Xie & Xuehui Zhang & Yihong Zhao & Xueying Gu, 2020. "Are You Tired of Working amid the Pandemic? The Role of Professional Identity and Job Satisfaction against Job Burnout," IJERPH, MDPI, vol. 17(24), pages 1-14, December.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:24:p:9188-:d:459077
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    References listed on IDEAS

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    1. Yipeng Tang, 2020. "It’s not only Work and Pay: The Moderation Role of Teachers’ Professional Identity on their Job Satisfaction in Rural China," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 15(4), pages 971-990, September.
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    Cited by:

    1. Miao Lei & Gazi Mahabubul Alam & Aminuddin bin Hassan, 2023. "Job Burnout amongst University Administrative Staff Members in China—A Perspective on Sustainable Development Goals (SDGs)," Sustainability, MDPI, vol. 15(11), pages 1-17, May.
    2. Laura Parte & Teresa Herrador-Alcaide, 2021. "Teaching Disruption by COVID-19: Burnout, Isolation, and Sense of Belonging in Accounting Tutors in E-Learning and B-Learning," IJERPH, MDPI, vol. 18(19), pages 1-22, September.
    3. Fei Liu & Huaruo Chen & Jie Xu & Ya Wen & Tingting Fang, 2021. "Exploring the Relationships between Resilience and Turnover Intention in Chinese High School Teachers: Considering the Moderating Role of Job Burnout," IJERPH, MDPI, vol. 18(12), pages 1-15, June.
    4. Anne Armant & Florian Ollierou & Jules Gauvin & Christine Jeoffrion & Baptiste Cougot & Mathias Waelli & Leila Moret & Kristina Beauvivre & Ghozlane Fleury-Bahi & Gilles Berrut & Dominique Tripodi, 2021. "Psychosocial and Organizational Processes and Determinants of Health Care Workers’ (HCW) Health at Work in French Public EHPAD (Assisted Living Residences): A Qualitative Approach Using Grounded Theor," IJERPH, MDPI, vol. 18(14), pages 1-23, July.
    5. Álvaro Acuña-Hormazábal & Macarena Dávila-Vera & Rodolfo Mendoza-Llanos & Sebastian Maureira-Meneses & Olga Pons-Peregort, 2023. "Engagement and Burnout in Times of COVID-19: A Comparative Analysis Based on Healthy Organizational Practices," Sustainability, MDPI, vol. 15(23), pages 1-14, November.
    6. Changkang Sun & Xuechao Feng & Binghai Sun & Weijian Li & Chenyin Zhong, 2022. "Teachers’ Professional Identity and Burnout among Chinese Female School Teachers: Mediating Roles of Work Engagement and Psychological Capital," IJERPH, MDPI, vol. 19(20), pages 1-10, October.
    7. Mingze Li & Shuting Peng & Liwen Liu, 2022. "How Do Team Cooperative Goals Influence Thriving at Work: The Mediating Role of Team Time Consensus," IJERPH, MDPI, vol. 19(9), pages 1-12, April.
    8. Won Choi & Sang-joon Lee & Woo-je Lee & Eun-mi Beak & Ki-youn Kim, 2022. "Job Satisfaction Level of Safety and Health Manager in Construction Industry: Pandemic Period," IJERPH, MDPI, vol. 19(10), pages 1-15, May.
    9. Zhihui Jia & Xiaotong Wen & Xiaohui Lin & Yixiang Lin & Xuyang Li & Guoqing Li & Zhaokang Yuan, 2021. "Working Hours, Job Burnout, and Subjective Well-Being of Hospital Administrators: An Empirical Study Based on China’s Tertiary Public Hospitals," IJERPH, MDPI, vol. 18(9), pages 1-13, April.
    10. Iago Sávyo Duarte Santiago & Emanuelle Pereira dos Santos & José Arinelson da Silva & Yuri de Sousa Cavalcante & Jucier Gonçalves Júnior & Angélica Rodrigues de Souza Costa & Estelita Lima Cândido, 2023. "The Impact of the COVID-19 Pandemic on the Mental Health of Teachers and Its Possible Risk Factors: A Systematic Review," IJERPH, MDPI, vol. 20(3), pages 1-30, January.
    11. Min Xie & Shunsen Huang & Li Ke & Xia Wang & Yun Wang, 2022. "The Development of Teacher Burnout and the Effects of Resource Factors: A Latent Transition Perspective," IJERPH, MDPI, vol. 19(5), pages 1-16, February.

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