Self-Perceived Authentic Leadership and Self-Awareness on Faculty Burnout During COVID-19
DOI:
https://doi.org/10.33423/jhetp.v25i1.7566Keywords:
higher education, faculty, authentic leadership, self-awareness, burnout, pandemicAbstract
This study aimed to bridge the gap in the existing literature on self-perceived authentic leadership to burnout and self-awareness of burnout for faculty who taught during the COVID-19 pandemic. This study used a non-experimental Pearson Correlation Coefficient to provide quantitative answers to relationships between variables of self-awareness and authentic leadership correlations to burnout during COVID-19. The findings revealed a significant correlation between higher levels of self-perceived authentic leadership and lower levels of burnout. It is a starting point for articulating faculty and administration voices in their institutions regarding potential burnout to set an action plan for future crises.
References
Afsar, B., & Umrani, W.A. (2020). Transformational leadership and innovative work behavior: The role of motivation to learn, task complexity and innovation climate. European Journal of Innovation Management, 23(3), 402–428. doi: 10.1188/EJIM-12-2018-0257
Alessani, G., Perinelli, E., De Longis, E., Schaufeli, W.B., Theodorou, A., Borgogni, L., . . . Cinque, L. (2018). Job burnout: The contribution of emotional stability and emotional self-efficacy beliefs. Journal of Occupational and Organizational Psychology, 91(4), 823–851. https://doi.org/10.1111/joop.12225
Al-Freih, M. (2022). From the adoption to the implementation of online teaching in a post-covid world: Applying Ely's conditions of change framework. Education Sciences, 12(11), 757–772. https://doi.org/10.3390/educsci12110757
Almhdawi, K.A., Obeidat, D., Kanaan, S.F., Hajela, N., Bsoul, M., Arabiat, A., . . . Alrabbaie, H. (2021). University professors' mental and physical well-being during the covid-19 pandemic and distance teaching. Work, 69(4), 1153–1161. https://doi.org/10.3233/WOR-205276
Almulla, M.A., & Al-Rahmi, W.M. (2023). Integrated social cognitive theory with learning input factors: The effects of problem-solving skills and critical thinking skills on learning performance sustainability. Sustainabililty, 15, 1–26. https://doi.org/10.3390/su15053978
Ansorger, J. (2021). An analysis of education reforms and assessment in the core subjects using an adapted Maslow's hierarchy: Pre and post covid-19. Education Sciences, 11(8), 376–392. https://doi.org/10.3390/educsci11080376
Atmojo, S.E., Muhtarom, T., & Lukitoaji, B.D. (2020). The level of self-regulated learning and self-awareness in science learning in the Covid-19 pandemic era. Journal Pendidikan IPA Indonesia, 9(4), 512–520. https://doi.org/10.15294/jpii.v9i4.25544
Authentic leadership: The importance of matching managerial values with actions. (2021). Strategic Direction, 37(9), 25–26. https://doi.org/10.1108/SD-08-2021-0089
Bachrach, D.G., Rapp, T.L., Rapp, A.A., & Ogilvie, J. (2022). "Too much" self-efficacy? Understanding the curvilinear consequences of between-person self-efficacy through a moderated-mediation model of perceived proximity and employee effort. Group & Organization Management, 1–25. https://doi.org/10.1177/10596011211070098
Banks, J., & Mhunpiew, N. (2012). Authentic leadership, social cognitive theory, and character education: The transforming of theories into practices. US-China Education Review B, 12, 1002–1006.
Blonder, R., Feldman-Maggor, Y., & Rap, S. (2022). What can be learned from lecturers' knowledge and self-efficacy for online teaching during the covid-19 pandemic to promote online teaching in higher education. PloS One, 17(10), 1–20. https://doi.org/10.1371/journal.pone.0275459
Borrelli, I., Rossi, M.F., Melcore, G., Perrotta, A., Santoro, P.E., Gualano, M.R., & Moscato, U. (2023). Workplace ethical climate and workers' burnout: A systematic review. Clinical Neuropsychiatry, 20(5), 405–414. https://doi.org/10.36131/cnfioritieditore20230502
Bracht, E.M., Keng-Highberger, F.T., Avolio, B.J., & Huang, Y. (2021). Take a "selfie": Examining how leaders emerge from leader self-awareness, self-leadership, and self-efficacy. Frontiers in Psychology, 12, 1–12. https://doi.org/10.3389/fpsyg.2021.635085
Braun, S., & Peus, C. (2018). Cross of work-life balance perceptions: Does authentic leadership matter? Journal of Business Ethics, 149(4), 875–893. https://doi.org/10.1007/s10551-016-3078-x
Burns, K.E.A., Pattani, R., Lorens, E., Straus, S.E., & Hawker, G.A. (2021). The impact of organizational culture on professional fulfillment and burnout in an academic department of medicine. PloS One, 16(6), 1–13. https://doi.org/10.1371/journal.pone.0252778
Candeias, A.A., Galindo, E., Calisto, I., Borralho, L., & Reschke, K. (2021). Stress and burnout in teaching. Study in an inclusive school workplace. Health Psychology Report, 9(1), 63–75. https://doi.org/10.5114/hpr.2020.100786
Chaudhary, R., & Panda, C. (2018). Authentic leadership and creativity: The intervening role of psychological meaningfulness, safety and work engagement. International Journal of Productivity and Performance Management, 67(9), 2071–2088. https://doi.org/10.1108/IJPPM-02-2018-0082
Cortés-Denia, D., Luque-Reca, O., Lopez-Zafra, E., & Pulido-Martos, M. (2023). Does authentic leadership promote higher job satisfaction in public versus private organizations? Exploring the role of vigor and engagement. Heliyon, 9(1), 1–12. https://doi.org/10.1016/j.heliyon.2023.e12906
Couris, J.D. (2020). Vulnerability: The secret to authentic leadership through the pandemic. Journal of Healthcare Management, 65(4), 248–251. doi: 10.1097/JKM-D-20-00124
Cutri, R.M., Men, J., & Whiting, E.F. (2020). Faculty readiness for online crisis teaching: Transitioning to online teaching during covid-19 pandemic. European Journal of Teacher Education, 43(4), 523–541. https://doi.org/10.1080/02619768.2020.1815702
Daraba, D., Wirawan, H., Salam, R., & Faisal, M. (2021). Working from home during the corona pandemic: Investigating the role of authentic leadership, psychological capital, and gender on employee performance. Cogent Business & Management, 8(1), 1–17. https://doi.org/10.1080/23311975.2021.1885573
Erickson, S. (2021). Communication in a crisis and the importance of authenticity and transparency. Journal of Library Administration, 61(4), 476–483. https://doi.org/10.1080/01930826.2021.1906556
Estévez-Mujica, C.P., & Quintane, E. (2018). E-mail communication patterns and job burnout. PloS One, 13(3), 1–25. https://doi.org/10.1371/journal.pone.0193966
Fladerer, M., & Braun, S. (2020). Managers' resources for authentic leadership – a multi‐study exploration of positive psychological capacities and ethical organizational climates. British Journal of Management, 31(2), 325–343. https://doi.org/10.1111/1467-8551.12396
Flynn, A., & Walt, H.D. (2023). Examining staff burnout during the transition to teaching online due to covid-19 implications. SA Journal of Human Resource Management, 21(0), 1–10. https://doi.org/10.4102/sajhtm.v21i0.2052
Ford, T.G., Lavigne, A.L., Fiegener, A.M., & Si, S. (2020). Understanding district support for leader development and success in the accountability era: A review of the literature using social-cognitive theories of motivation. Review of Educational Research, 90(2), 264–307. https://doi.org/10.3102/0034654319899723
Fynn, A. (2022). Academic burnout among open distance e-learning students during the covid-19 pandemic. Perspectives in Education, 40(4), 70–88. https://doi.org/10.38140/pie.v40i4.6298
Galiakberova, A.A., Khakimova, N.G., Khusnutdinova, R.R., & Dapeng, G. (2020). Professional training of teachers and the problems of their self-awareness. Journal of History Culture and Art Research, 9(1), 484–493. https://doi.org/10.7596/taksad.v9i1.2559
Gardner, W.L., Karam. E.P., Alvesson, M., & Einola, K. (2021). Authentic leadership theory: The case for and against. The Leadership Quarterly, 32(6), 1–25. https://doi.org/10.1016/j.leaqua.2021.101495
Heriyanto, C.L., & Rukiyah. (2022). Lecturers' information literacy experience in remote teaching during the covid-19 pandemic. PloS One, 17(3), 1–12. https://doi.org/10.1371/journal.pone.0259954
Hobbs, R. (2021). Hope matters: How an online learning community advanced emotional self-awareness and caring during the COVID-19 pandemic. The Journal of Media Literacy Education, 13(3), 123–132. https://doi.org/10.23860/JMLE-2021-13-3-10
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. Educause Review. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Howard, T.O., Winkelmes, M-A., & Shegog, M. (2020). Transparency teaching in the virtual classroom: Assessing the opportunities and challenges of integrating transparency teaching methods with online learning. Journal of Political Science Education, 16(2), 198–211. https://doi.org/10.1080/15512169.2018.1550420
Iqbal, S., Farid, T., Khan, M.K., Zhang, Q., Khattak, A., & Ma, J. (2019). Bridging the gap between authentic leadership and employees communal relationships through trust. International Journal of Environmental Research and Public Health, 17(1), 250–264. https://doi.org/10.3390/ijerph17010250
Iszatt-White, M., Carroll, B., Gardiner, R.A. & Kempster, S. (2021a). Leadership special issue: Do we need authentic leadership? Interrogating authenticity in a new world order. Leadership, 17(4), 389–394. doi: 10.1177/17427150211000153
Iszatt-White, M., Stead, V., & Elliott, C. (2021b). Impossible or just irrelevant? Unraveling the "authentic leadership" paradox through the lens of emotional labour. Leadership, 17(4), 464–482. https://doi.org/10.1177/1742715021996928
Jung, K.B., Ullah, S.M.E. & Choi, S.B. (2021). The mediated moderating role of organizational learning culture in the relationships among authentic leadership, leader-member exchange, and employees' innovative behavior. Sustainability, 13(19), 1–12. https://doi.org/10.3390/su131910802
Keselman, D., & Saxe-Braithwaite, M. (2021). Authentic and ethical leadership during a crisis. Healthcare Management Forum, 34(3), 154–157. doi: 10.1177/0840470420973051
Lee, C.-C., Yeh, W.-C., Yu, Z., & Lin, X.-C. (2023). The relationships between leader emotional intelligence, transformational leadership, and transactional leadership and job performance: A mediator model of trust. Heliyon, 9(8), 1–20. https://doi.org/10.1016/j.heliyon.2023.e18007
Li, H., Xue, J., Xu, T., Wang, L., & Zhang, L. (2021). Preventing the growing transmission of covid clusters: An integration of the Maslow's hierarchy of needs in the risk chain. Risk Management and Healthcare Policy, 14, 5059–5069. https://doi.org/10.2147/RMHP.S336680
Li, Y., Liu, X., Du, X., & Shen, J. (2022). Improvement of students' enthusiasm by introduction of barrage into online teaching during COVID‐19 pandemic. Biochemistry and Molecular Biology Education, 50(6), 600–604. https://doi.org/10.1002/bmb.21668
Liang, B., & Shen, J. (2022). Introduction of COVID‐19 knowledge via film teaching method. Biochemistry and Molecular Biology Education, 50(1), 130–132. https://doi.org/10.1002/bmb.21599
Limniou, M., Varga-Atkins, T., Hands, C., & Elshamaa, M. (2021). Learning, student digital capabilities, and academic performance over the covid-19 pandemic. Education Sciences, 11, 1–15. https://doi.org/10.3390/edusci1107361
Lux, A.A., Grover, S.L., & Teo, S.T.T. (2023). Reframing commitment in authentic leadership: Untangling relationship–outcome processes. Journal of Management & Organization, 29(1), 103–121. https://doi.org/10.1017/jmo.2019.78
Lyu, Y., Wang, M., Le, J., & Kwan, H.K. (2019). Effects of authentic leadership on work–family balance in China. Journal of Managerial Psychology, 34(2), 110–123. https://doi.org/10.1108/JMP-08-2018-0340
Mahler, D., Großschedl, J., & Harms, U. (2018). Does motivation matter? — The relationship between teachers' self-efficacy and enthusiasm and students' performance. PloS One, 13(11), 1–18. https://doi.org/10.1371/journal.pone.0207252
Matos, M., Sharp, J.G., & Iaochite, R.T. (2022). Self-efficacy beliefs as a predictor of quality of life and burnout among university lecturers. Frontiers in Education, 7, 1–15. doi:10.3389/feduc/2022.887435
Molero Jurado, M., Perez-Fuentes, C., Atria, L., Ruiz, N.F.O., & Linares, J.J.G. (2019). Burnout, perceived efficacy, and job satisfaction: Perception of the educational context in high school teachers. BioMed Research International, pp. 1–10. https://doi.org/10/1155/2019/1021/408
Mosleh, S.M., Kasasbeha, M.A., Aljawarneh, Y.M., Alrimawi, I., & Saifan, A.R. (2022). The impact of online teaching on stress and burnout of academics during the transition to remote teaching from home. BMC Medical Education, 22, 1–10. https://doi.org/10.1186/s12909-022-03496-3
Nederhand, M., Giesbers, B., Auer, J., & Scheepers, A. (2023). Animated process-transparency in student evaluation of teaching: Effects on the quality and quantity of student feedback. Assessment and Evaluation in Higher Education, ahead-of-print(ahead-of-print), pp. 1–14. https://doi.org/10.1080/02602938.2023.2225813
Nithyanantham, V. (2021). Self-efficacy for professional development— A need of present educational scenario. International Journal of Social Sciences & Educational Studies, 8(3), 149–160. doi:10.23918/ijsses.v8i3p149
Norman, S.M., Avolio, B.J., & Luthans, F. (2010). The impact of positivity and transparency on trust in leaders and their perceived effectiveness. The Leadership Quarterly, 21, 350–364. doi:10.1016/j.leaqua.2010.03.022
Ortiz, P.A. (2020). Teaching in the time of COVID‐19. Biochemistry and Molecular Biology Education, 48(3), 201–201. https://doi.org/10.1002/bmb.21348
Ortiz-Gomez, M., Molina-Sanchez, H., Ariza-Montes, A., Rios-Berjillos, A.D.L. (2022). Servant leadership and authentic leadership as job resources for achieving workers' subjective well-being among organizations based on values. Psychology Research and Behavior Management, 15, 2621–2638. https://doi.org/10.2147/PRBM.S371300
Park, M.-H., Riley, J.G., & Branch, J.M. (2020). Developing self-awareness using mindfulness meditation with preservice teachers: Reflections on practice. Journal of Early Childhood Teacher Education, 41(2), 183–196. https://doi.org/10.1080/10901027.2019.1695692
Parte, L., & Herrador-Alcaide, T. (2021). Teaching disruption by covid-19: Burnout, isolation, and sense of belonging in accounting tutors in e-learning and b-learning. International Journal of Environmental Research and Public Health, 18(19), 1–22. https://doi.org/10.3390/ijerph181910339
Pobegaylov, O. (2023). Digital education facing covid-19 pandemic: Technological university experience. E3S Web of Conferences, 273, 8090–8099. https://doi.org/10.1051/e3sconf/20127308090
Popov, B., Popov, S., & Nastran, M. (2023). Does nature work? Effects of workplace greenery on employee well-being. Primenjena Psihologija (Online), 16(1), 29–58. https://doi.org/10.19090/pp.v16i1.2409
Pressley, T., & Rangel, R. (2023). Elementary teacher self‐efficacy after a year of teaching during COVID‐19. Psychology in the Schools, 60(9), 3284–3297. https://doi.org/10.1002/pits.22921
Rashid, S., & Yadav, S.S. (2020). Impact of covid-19 pandemic on higher education and research. Indian Journal of Human Development, pp. 1–4. doi: 10.1177/0973703020946700
Rousse, B.S. (2019). Self‐awareness and self‐understanding. European Journal of Philosophy, 27(1), 162–186. https://doi.org/10.1111/ejop.12377
Skaalvik, E.M., & Skaalvik, S. (2021). Teacher burnout: Relations between dimensions of burnout, perceived school context, job satisfaction and motivation for teaching. A longitudinal study. Teachers and Teaching, 26(7–8), 602–616. https://doi.org/10.1080/13540602.2021.1913404
Spatz, C. (2019). Exploring statistics: Tales of distributions (12th edition). Outcrop Publishers.
Srivastava, A.P., Mani, V., Yadar, M., & Joshi, Y. (2020). Authentic leadership towards sustainability in higher education— An integrated green model. International Journal of Manpower, 41(7), 901–923. https://doi.org/10.1108/IJM-08-2019-0404
Srivastava, A.P., Shree, S. & Agarwal, S. (2022). Does authentic leadership develop inclusive classrooms: A model examination? International Journal of Educational Management, 36(4), 495–514. https://doi.org/10.1108/IJEM-07-2020-0338
Tolouian, A., Wholeben, M., & Rankin, D. (2022). Teaching mindfulness to mitigate burnout in pandemic. Journal of Trauma Nursing, 29(1), 51–54. https://doi.org/10.1097/JTN.0000000000000631
Trevisan, O., Rossi, M.D. & Grion, V. (2020). The positive in the tragic: Covid pandemic as an impetus for change in the teaching and assessment in higher education. Research on Education and Media, 12(1), 69–76.
Veiga-Díaz, M.T. (2023). Self-Efficacy and Self-Awareness in Scientific Translators' Education: A Preliminary Study. Cadernos de Tradução, 43(1), 1–38. https://doi.org/10.5007/2175-7968.2022.e92502
Vries, A.D., Broks, V.M.A., Bloemers, W., Kuntze, J., & Vries, R.E.D. (2022). Self-, other-, and meta-perceptions of personality: Relations with burnout symptoms and eudaimonic workplace well-being. PloS One, 17(7), 1–15. https://doi.org/10.1371/journal.pone.0272095
Walumbwa, F., Avolio, B.J., Gardner, W.L., Wernsing, T.S., & Peterson, S.J. (2008). Authentic leadership: Development and validation of a theory-based measure. Journal of Management, 34(1), 89–126. doi: 10.1177/0149206307308913
Weiss, M., Razinskas, S., Backmann, J., & Hogel, M. (2018). Authentic leadership and leaders' mental well-being: An experience sampling study. The Leadership Quarterly, 29(2), 309–321. https://doi.org/10.1016/j.leaqua.2017.05.007
Whiteside, J., & Dixon, D. (2022). Understanding leadership of remote work: A teaching case on how authentic leadership can improve remote work outcomes. Journal of Business and Behavioral Sciences, 34(1), 147–160.
Winton, B.G., Whittington, J.L., & Meskelis, S. (2022). Authentic leadership: Making meaning and building engagement. European Business Review, 34(5), 689–705. https://doi.org/10.1108/EBR-01-2022-0020
World Health Organization. (n.d.). Coronavirus disease (COVID-19). Retrieved from https://www.who.int/health-topics/coronavirus#tab=tab_1
Wu, F., Ren, Z., Wang, Q., He, M., Xiong, W., Ma, G., . . . Zhang, X. (2021). The relationship between job stress and job burnout: The mediating effects of perceived social support and job satisfaction. Psychology, Health & Medicine, 26(2), 204–211. https://doi.org/10.1080/13548506.2020.1778750
Zeb, A., Abdullah, N.H., Hussain, A., & Safi, A. (2020). Authentic leadership, knowledge sharing, and employees' creativity. Management Research News, 43(6), 669–690. https://doi.org/10.1108/MRR-04-2019-0164
Zhou, T. (2018). Understanding online knowledge community user continuance: A social cognitive theory perspective. Data Technologies and Applications, 52(3), 445–458. https://doi.org/10.1108/DTA-10-2017-0077
Žydžiūnaitė, V., & Daugėla, M. (2020). Teacher's professional self-awareness within the interactions with students in higher education: Temporality and relationality. Acta Paedagogica Vilnensia, 45, 160–174. https://doi.org/10.15388/ActPaed.45.10
