Teacher Burnout and Collegiality at the Workplace in Higher Education Institutions in the Arab Gulf Region

Abstract

The purpose of this study was to investigate the influence of teacher burnout on collegial relationships among faculty members in two higher education institutions- one in Kuwait and the other in the United Arab Emirates. A quantitative methodology was employed using a self-constructed online questionnaire. The results of the study showed that there was no statistically significant difference between the teachers’ perception of burnout and collegiality by gender, age group, and years of experience in teaching at a 0.05 level of significance. However, there was a statistically significant difference between the teachers in Kuwait and the UAE in their perception of burnout, although the difference was not significant for collegiality at a 0.05 level of significance. The findings also showed that the participants’ gender, age, and work experience were not predictors of collegiality, but the perception of burnout was a significant predictor of collegiality. Conclusions were drawn from the study’s findings, with implications for policy, practice, and future research.