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Striking a Balance between Work and Play: The Effects of Work–Life Interference and Burnout on Faculty Turnover Intentions and Career Satisfaction

Author

Listed:
  • Sheila A. Boamah

    (Faculty of Health Sciences, School of Nursing, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4K1, Canada)

  • Hanadi Y. Hamadi

    (Department of Health Administration, Brooks College of Health (Building 39), University of North Florida, Jacksonville, FL 32224, USA)

  • Farinaz Havaei

    (School of Nursing, University of British Columbia, Vancouver, BC V6T 2B5, Canada)

  • Hailey Smith

    (Department of Health Administration, Brooks College of Health (Building 39), University of North Florida, Jacksonville, FL 32224, USA)

  • Fern Webb

    (Department of Surgery-Jacksonville, Center for Health Equity & Engagement Research, Urban Health Alliance of Jacksonville, College of Medicine, University of Florida, Jacksonville, FL 32209, USA)

Abstract

Background: The interactions between work and personal life are important for ensuring well-being, especially during COVID-19 where the lines between work and home are blurred. Work–life interference/imbalance can result in work-related burnout, which has been shown to have negative effects on faculty members’ physical and psychological health. Although our understanding of burnout has advanced considerably in recent years, little is known about the effects of burnout on nursing faculty turnover intentions and career satisfaction. Objective: To test a hypothesized model examining the effects of work–life interference on nursing faculty burnout (emotional exhaustion and cynicism), turnover intentions and, ultimately, career satisfaction. Design: A predictive cross-sectional design was used. Settings: An online national survey of nursing faculty members was administered throughout Canada in summer 2021. Participants: Nursing faculty who held full-time or part-time positions in Canadian academic settings were invited via email to participate in the study. Methods: Data were collected from an anonymous survey housed on Qualtrics. Descriptive statistics and reliability estimates were computed. The hypothesized model was tested using structural equation modeling. Results: Data suggest that work–life interference significantly increases burnout which contributes to both higher turnover intentions and lower career satisfaction. Turnover intentions, in turn, decrease career satisfaction. Conclusions: The findings add to the growing body of literature linking burnout to turnover and dissatisfaction, highlighting key antecedents and/or drivers of burnout among nurse academics. These results provide suggestions for suitable areas for the development of interventions and policies within the organizational structure to reduce the risk of burnout during and post-COVID-19 and improve faculty retention.

Suggested Citation

  • Sheila A. Boamah & Hanadi Y. Hamadi & Farinaz Havaei & Hailey Smith & Fern Webb, 2022. "Striking a Balance between Work and Play: The Effects of Work–Life Interference and Burnout on Faculty Turnover Intentions and Career Satisfaction," IJERPH, MDPI, vol. 19(2), pages 1-14, January.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:2:p:809-:d:722794
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    References listed on IDEAS

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    1. repec:mpr:mprres:7152 is not listed on IDEAS
    2. Farhan Sarwar & Siti Aisyah Panatik & Mohammad Saipol Mohd Sukor & Noraini Rusbadrol, 2021. "A Job Demand–Resource Model of Satisfaction With Work–Family Balance Among Academic Faculty: Mediating Roles of Psychological Capital, Work-to-Family Conflict, and Enrichment," SAGE Open, , vol. 11(2), pages 21582440211, April.
    3. Nida Denson & Katalin Szelényi & Kate Bresonis, 2018. "Correlates of Work-Life Balance for Faculty Across Racial/Ethnic Groups," Research in Higher Education, Springer;Association for Institutional Research, vol. 59(2), pages 226-247, March.
    4. James L. Price, 1983. "Book Review: Personnel: Employee Turnover: Causes, Consequences, and Control," ILR Review, Cornell University, ILR School, vol. 36(3), pages 506-507, April.
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