Post-Pandemic Faculty Motivation: Causes for Burnout Offset by Motivation or Hygiene Factors

Abstract

This is a reach paper based on motivational theory as it relates to faculty members in higher education. The Covid-19 Pandemic had many devastating effects worldwide, specifically across the United States. The Pandemic not only impacted physical health, safety, and the economy, but as a result, many suffered from mental instability stemming from depression and stress. Faculty in Higher Education, like many others serving our communities, were not shielded from the effects of Covid-19. They had no choice but to adapt and continue serving students. Traditional in-person classes seemed to move to an online platform overnight, placing an additional workload on faculty acclimating to new methodologies and technology associated with online delivery. Many colleges and universities were also struck with financial concerns, a consequence of diminished enrollment, having to reduce overall budgets impacting the availability of resources. Now that the immediate danger has subsided, colleges, universities, and their faculty members are left with the residual effects and looking to understand the new norm. This study endeavored to answer the question, of what motivates faculty members in higher education and to assess, given the current post-pandemic conditions, whether or not those motivational factors are in place. To identify motivators and assess the perception of current conditions within an urban university, a survey was sent out across multiple schools targeting 12 key areas: • Financial Rewards (pay and benefits) • Fair and Equitable Promotion Opportunities (process and support) • Continuous Development • Administration Support (management and resources) • Recognition • Work-Life Balance • Operating Conditions • Inclusion/Sense of Belonging • Meaningful Work • Job Security • Professional Achievement • Status A total of 52 questions modeling employee motivational theories and Maslow’s Hierarchy were included in the survey resulting in 65 respondents. The accumulated data was used to rank the motivators based on their level of importance established by participants and to demonstrate if the needs of faculty were being met.