The Impact of Job Burnout on the Performance of Non-Academic Staff

Abstract

Job burnout has emerged as a critical issue affecting employee well-being and organisational performance, particularly within the higher education sector. Despite substantial international research, limited studies have explored the relationship between burnout and performance among non-academic staff in Saudi Arabian universities. This study addresses this gap by investigating how job burnout influences the performance of non-academic employees at the public universities in Riyadh. The research aims to examine the extent and nature of burnout experienced by staff, identify its main causes, and assess its impact on individual performance outcomes. A quantitative research design was employed, using a structured survey distributed to a sample of non-academic staff across various administrative departments at the public universities. The survey collected information on demographic characteristics, burnout experiences (across emotional exhaustion, depersonalisation, reduced personal accomplishment, job stress, work-life balance, and social support at work), and self-perceptions of job performance. Data analysis involved descriptive statistics, correlation analysis, and regression modelling to examine the relationships between burnout dimensions and performance outcomes. The findings revealed a moderate level of overall job burnout among participants, with a weighted mean of 57.6%, alongside a moderate level of job performance effectiveness, with a weighted mean of 56.8%. Statistical analysis confirmed a significant negative impact of overall job burnout on job performance (R² = 0.756, p < 0.05). Among the burnout dimensions, job stress demonstrated the strongest negative association with job performance (correlation coefficient = 0.797, p < 0.05). These results highlight the critical need for organisational strategies to address job burnout, particularly by managing work-related stress and enhancing support systems for non-academic staff. Implementing initiatives such as workload management, employee engagement programs, and professional development opportunities may contribute to improved staff well-being and greater institutional effectiveness. Future research could benefit from longitudinal studies and broader cross-institutional comparisons within the Saudi higher education sector.