The Relationship between Resilience and Academic Burnout among Faculty Members

Introduction: Academic burnout is a factor in reducing productivity And resilience is one of the strategies to deal with job stress and burnout. The aim of this study was to investigate the status of academic burnout and resilience and the relationship between them in dental school professors. Methods: This descriptive-correlation study was conducted in 2015. 81 faculty members from the School of Dentistry of Mashhad University of Medical Sciences were selected by simple random sampling. Data were collected  by using a Modified Maslach Burnout Inventory for university professors, and Modified Conner-Davidson Resilience Scale (MCD-RISC). Statistical tests such as t-test, one-way ANOVA, correlation were applied to analyze. P-value <0.05 was considered significant. Results: The mean total score of academic burnout was 48.68 +- 14.99. In emotional exhaustion, Most faculty members were in the low class (n= 53), in the personal adequacy dimension were in the extreme category (n= 80) and in the depersonalization dimension were in the extreme category (n = 52). 79 faculty members (97.5%) had high resilience and 2.5% (2faculty members) had low resilience. There was invers correlation between resilience and academic burnout in the dimensions of emotional fatigue (r = -0.48) and metamorphosis (r = -0.36) and was direct correlation between dimension of personal adequacy and resilience (r = -0.67). Conclusion: Resilience empowers a person to manage stress and prevent academic burnout. Training methods of self-care methods in psychological, physical, spiritual, emotional, communicative, and vocational dimensions, through workshops, conferences, scientific-mental support, specialization, and professional empowerment of professors, is essential.