Committee Chair

Crawford, Elizabeth K.

Committee Member

Williamson, Cynthia T.; Rausch, David W.; Harbison, John W.


School of Professional Studies


College of Health, Education, and Professional Studies


University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)


This study investigated the relationship between hybrid work, job burnout, and job satisfaction in higher education. Amid the 2020 coronavirus (COVID-19) pandemic, many organizations began shifting their workplace model to encourage hybrid work. This research gleaned insight into the administrative staff perspective to provide data-informed support for higher education leaders when continuing or implementing hybrid work. Two measurement instruments were utilized, including the Maslach’s Burnout Inventory – General Survey (MBI-GS) and the Job Satisfaction Survey (JSS), along with demographic questions and three open-ended questions for hybrid-staff only. The combined survey was electronically administered to staff employed with three public higher education governing offices or coordinating bodies in one southeastern state. Virtual interviews were also conducted with hybrid staff. Quantitative methods were utilized to understand differences and relationships between the independent variables, including mode of work, length of service, job type, and salary, and the dependent variables, JSS and MBI-GS subscale scores. Length of service and the MBI-GS burnout dimension of emotional exhaustion were positively correlated, indicating as participant length of service increases, the frequency of feeling exhaustion also increases. There were no significant differences in job satisfaction or burnout dimensions by mode of work, or evidenced relational effects based on the remaining attribute variables. The rich qualitative data provided suggestions for how higher education organizations can increase job satisfaction and support staff.


I would like to express my deepest gratitude to my committee for their assistance, guidance, and invaluable advice: Dr. Beth Crawford, my committee chair; Dr. Cindy Williamson, my methodologist; Dr. David Rausch; and Dr. John Harbison. A special thanks goes to my classmates – C14. I appreciate their friendship, moral support, and feedback. Lastly, I express thanks to my TBR and Treasury colleagues who encouraged and supported me along my doctoral journey.


Ph. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Philosophy.




Telecommuting; Burn out (Psychology); College teachers--Job satisfaction; Employee retention; Education, Higher


hybrid work; burnout; job satisfaction; motivation; employee retention; higher education

Document Type

Doctoral dissertations




xiii, 117 leaves