Contentment with work and risk of professional burnout among university staff

DOI: https://doi.org/10.35765/mjse.2026.1529.05
Keywords: professional burnout, contentment with work, job satisfaction, university teacher, university human potential management

Abstract

Research objectives (aims) and problem(s): The project described in the article focused on evaluating contentment with work in relation to professional burnout of university staff members. The study was conducted between 1 May and 30 December 2024 among academic staff members of a university in Southern Poland. The sample consisted of 163 university teachers with different scientific degrees and titles, roles, and years of experience. The sampling was convenient. The object of the study was contentment with work and professional burnout, and t

Research objectives (aims) and problem(s): The article evaluates contentment with work in relation to professional burnout among university staff. The study was conducted between May and December 2024 among academic staff members of a university in Poland. The sample consisted of 163 university teachers with various scientific degrees and titles. The sampling was convenience. The study’s objectives were to identify and evaluate correlations between contentment with work and areas of burnout, as well as selected socio-demographic and work-related factors.

Research methods: The study was conducted using the survey method. The following questionnaires were used: MSQ-SF and OLBI. The data obtained were described using adequate statistical methods.

Process of argumentation: During a literature review, it was noted that studies of job satisfaction and burnout among academic teachers had hardly ever been conducted. Therefore, it was concluded that a research project focusing on this group (academic staff members) and conducted using tools applied in pedagogy only occasionally (MSQ-SF) or never (OLBI), as well as with complementary concepts and methodologies, would be valuable.

Research findings and their impact on the development of educational sciences: Analyses of the results indicate that academic teachers are content with their job. The majority of them do not experience burnout. Slight burnout was evident among respondents with experience in other workplaces. This means that managers of human potential in universities should focus in particular on empowering the youngest staff members with experience in other working environments.

Conclusions and/or recommendations: There is a need to explore contentment and burnout among academic teachers further. Such research will help diagnose the situation of these staff members and take supportive, empowering measures that will prevent, for example, outflow of academic teachers or a decrease in the quality of their work.

he objectives were: to identify correlations between contentment with work and areas of burnout, and to evaluate correlations between contentment with work and professional burnout, and selected socio-demographic and work-related factors.

Research methods: The study was conducted using the survey method. The following questionnaires were used:  Minnesota Satisfaction Questionnaire – Short Form - MSQ-SF by D. J. Weiss, R.V. Davis, G.W. England & L.H. Lofquist, translated and adapted to Polish by Z. Borucki (1988) – to investigate contentment with work and the Oldenburg Burnout Inventory – OLBI adapted by Łukasz Baka & Beata A. Basińska to investigate burnout in the area of exhaustion and disengagement from work. The data obtained were described using adequate statistical methods.

Process of argumentation: During a literature review, it was noticed that studies into job satisfaction and burnout (especially the ones using OLBI) had been hardly ever conducted among academic teachers. Therefore, it was concluded that a research project focusing on this group (academic staff members) and conducted using tools which in pedagogy have been applied only occasionally (MSQ-SF) or never (OLBI), as well as complementarity of concepts and methodology, would be valuable.

Research findings and their impact on the development of educational sciences: Analyses of the results indicate that academic teachers are content with their job. This refers in particular to older staff members with more years of professional experience and higher academic degree/title. The majority of them do not experience burnout. Slightly felt burnout was visible in respondents who have had experience in other workplaces.  It means that managers of human potential in universities should focus in particular on empowering the youngest employees (emotional support, information etc.) and staff members with experience in other working environments (support in adaptation to new setting and conditions).

 

Conclusions and/or recommendations: There is a need to further explore contentment and burnout among the youngest, the least experienced academic teachers with the lowest scientific degrees and titles, and teachers who begin work in a new place/university. Such a research will help diagnose the situation of these staff members and take supportive, empowering actions that will prevent, for example, professional burnout, decreased level of work satisfaction and, consequently, outflow of academic teachers or decrease in the quality of their work.

 

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Published
2026-06-30
How to Cite
Łukasik, J. (2026). Contentment with work and risk of professional burnout among university staff. Multidisciplinary Journal of School Education, 15(1 (29), 85-102. https://doi.org/10.35765/mjse.2026.1529.05
Issue
Vol. 15 No. 1 (29) (2026): Stress and Success Among Teachers
Section
Thematic Articles

Copyright (c) 2026 Joanna Łukasik

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