Organizational climate with gender equity and burnout among university academics in Japan

Abstract

We investigated relationships between the perception of organizational climate with gender equity and psychological health among 94 women and 211 men in a Japanese private university in 2015 using the Copenhagen Burnout Inventory (i.e., personal, work-related and student-related burnout). Perceptions of organizational climate with respect to gender equity were measured with two scales including organizational engagement with a gender equal society in the workplace (consisting of three domains of ‘Women utilization’, ‘Organizational promotion of gender equal society’ and ‘Consultation service’); and a gender inequality in academia scale that had been previously developed. Multivariable linear models demonstrated significant statistical interactions between gender and perceptions of organizational climate; ‘Women utilization’ or lack of ‘Inequality in academia’ alleviated burnout only in women. In consequence of this gender difference, when ‘Women utilization’ was at a lower level, both personal (p=.038) and work-related (p=.010) burnout scores were higher in women, and the student-related burnout score was lower in women when they perceived less inequality in academia than in men (p=.030). As such, it is suggested organizational fairness for gender equity may be a useful tool to help mitigate psychological burnout among women in academia.

Education Burnout and Engagement in Occupational Therapy Undergraduate Students and Its Associated Factors

“…Another investigation reported that burnout was directly associated to the number of hours worked. That is, for the outcome of student-related burnout, "work hours" was a significant factors directly associated with burnout scores (Taka et al, 2016). On the other hand, Robins et al (2015) found no statistically significant differences in terms of academic discipline.…”

“…Additionally, the process of socialization plays a key role, encouraging social dependence in women, and independence associated with the sense of competence in men (Dedovic et al, 2009). The study of Taka et al (2016) suggests that women may be more psychologically vulnerable to the organizational climate for gender inequality than their male counterparts.…”

“…The fact that there is a link between the academic course and engagement may be due to the important role in these courses of developing clinical practice skills which allow more direct contact with the professional realities of discipline (Gupta et al, 2012). Regarding other academic characteristics, Taka et al (2016) found that "work hours" was a significant factor directly associated with burnout scores, and Shah and Cheng (2019) found that online students are less engaged in learning and, therefore, efforts were needed to improve their sense of belonging to the university.…”

Burnout Em Trabalhadores Brasileiros: As Relações Da Síndrome Com Os Traços De Personalidade E Variáveis Sociodemográficas

“…Comumente, mulheres apresentam maiores níveis de Exaustão Emocional enquanto que os homens, de Despersonalização (Maslach & Leiter, 2016b;Schaufeli, 2017;Shirom, 2003). Todavia, algumas pesquisas sugerem que o tipo de profissão e políticas de respeito a igualdade de gêneros influenciam a não diferenciação dos níveis de burnout entre os dois sexos (Aguayo, Vargas, Cañadas, & De La Fuente, 2017;Puranova, Radostina, & Muros, 2010;Taka et al, 2016).…”

“…Como exemplo, há estudos que apontam para uma tendência de homens apresentarem níveis mais elevados de Despersonalização, enquanto mulheres apresentariam maiores níveis de Exaustão Emocional (CAMPOS, 2013;CARLOTTO, 2011;MASLACH;SCHAUFELI;LEITER, 2001). No entanto, é possível serem encontradas pesquisas em que a não diferença estatisticamente significativa dos níveis de burnout pode estar relacionada com a adoção, pela instituição, de políticas de igualdade entre os sexos (TAKA et al, 2016).…”