Abstract:

During the Covid-19 pandemic, education has begun to be carried out through distance education, and in this case, face-to-face teaching methods and techniques have changed. In this process, situations such as having more than one educational activity such as video, live lectures, document preparation for a lesson, postponing academic study activities, staying away from study areas, and not finding enough time for studies were encountered. Academics have experienced intense stress and burnout with both these increased workloads and the nervousness of the process. The aim of the research; to determine the role of Covid-19 pandemic in the effect of academicians' perception of workload on their burnout. For this aim, the workload perception and burnout levels of academicians and the effect of workload on burnout were determined and compared separately as before and during the pandemic. In addition, it was examined whether there was a difference between the workload perception and burnout levels of academicians and demographic variables during the pandemic process. In the study, general survey and relational survey model were preferred as quantitative research method and research model. The data were collected from a questionnaire prepared by the researcher and containing personal information, and the Workload Perception Scale and Maslach Burnout Scale, whose validity and reliability were tested. In line with the findings obtained; It has been determined that there is an increase in the perception of workload and feelings of burnout of academics during the Covid-19 pandemic period and before. In addition, there were differences between some demographic variables of the participants, their workload perception and burnout levels during the pandemic process. This study will contribute to the literature in terms of comparing the role of the Covid-19 pandemic in academics' perception of workload and their views on burnout as before and during the pandemic.

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