THE RELATIONSHIP BETWEEN BURNOUT, EMOTIONAL INTELLIGENCE, AND JOB SATISFACTION AMONG NURSE FACULTY IN SAUDI ARABIA

Abstract

Nurse faculty burnout is a prevalent issue worldwide that has played a significant role in increasing the likelihood of nursing staff shortage and low job satisfaction. It also may affect the quality of teaching and the personal lives of faculty members. Emotional intelligence and job satisfaction have been recognized as significant predictors of professional success in healthcare organizations, business, and education. However, there is a lack of research exploring relationship between nurse faculty burnout, emotional intelligence, and job satisfaction. Examining this relationship can provide valuable insights for developing interventions that enhance both nursing education and the nursing workforce.

The purpose of this descriptive correlational study was to describe the level of Saudi Arabian faculty nurses’ burnout, emotional intelligence, and job satisfaction. Another purpose was to examine the relationship between burnout, emotional intelligence, and job satisfaction among nurse faculty members in Saudi Arabia. The study also explored the mediating role of emotional intelligence between nurse faculty burnout and job satisfaction. A convenience sample of 104 nurse faculty members employed in Saudi Arabia was used. Maslach’s Theory of Burnout and Mayer and Salovey’s Model of Emotional Intelligence guided this study.

The findings indicated that nurse faculty in Saudi Arabia experienced moderate levels of burnout and job satisfaction. An inverse relationship was observed, with higher burnout associated with lower job satisfaction. Burnout was also identified as a predictor of job satisfaction. In addition, nurse faculty reported high levels of emotional intelligence, which were significantly related to both burnout and job satisfaction. Faculty with higher emotional intelligence tended to experience lower burnout and greater job satisfaction. The findings also indicated that emotional intelligence did not mediate the relationship between burnout and job satisfaction.

The findings of the study have significant implications for the advancement of nursing science and research, education, practice, and nursing education leadership. The results add valuable knowledge to the existing body of literature on the current state of nurse faculty burnout, emotional intelligence, and job satisfaction. The findings of the study highlight the need to focus on addressing burnout and improving job satisfaction to prevent further declines. It is recommended to develop and implement evidence-based policies and procedures that reduce burnout, foster and sustain emotional intelligence, and enhance job satisfaction, thereby supporting faculty retention, high-quality nursing education, and positive student outcomes. Higher education institutions should use the high emotional intelligence of nurse faculty as a strength to enhance teaching effectiveness, promote faculty well-being, and guide future research directions.