Building Resilience in Online Higher Education Facilitators: Mitigating Emotional Exhaustion

Abstract

The increasing occurrence of online teaching has introduced unique challenges for facilitators, particularly concerning emotional exhaustion and burnout. The purpose of this study was to understand how online facilitators in higher education experience and navigate these challenges. The paper draws on findings presented in the author’s doctoral dissertation, and explores the relationship between resilience, emotional exhaustion, and self-efficacy and how resilience can serve as a protective factor against emotional exhaustion among online facilitators at a private higher education institution in South Africa. A qualitative research approach was employed, adopting a case study design within an interpretivist paradigm. Data generation was conducted through an initial online survey sent to 1220 facilitators, from which 188 responses were received. The survey aimed to assess facilitators’ levels of self-efficacy, emotional exhaustion and resilience. A purposive sampling strategy, informed by the scores achieved for each section of the survey, was used to identify ten participants for in-depth semi-structured interviews. The sample included five facilitators who demonstrated high self-efficacy and resilience, along with minimal indicators of emotional exhaustion, and five who displayed low self-efficacy levels and resilience, and significant indicators of emotional exhaustion. Thematic analysis was employed to identify key themes, focusing on work-life balance, the role of technology, adaption versus replication of teaching strategies, and the importance of resilience in maintaining engagement and effectiveness in online teaching. Findings showed that facilitators with high resilience were better able to manage emotional exhaustion. This was mainly because of their ability to establish clear work-life boundaries, use technology effectively, and adapt their teaching methods rather than replicating traditional classroom practices in an online setting. On the contrary, those with lower resilience reported greater emotional strain, challenges in adapting to online teaching, and heightened anxiety regarding the use of online tools. The findings of the study have wider implications beyond the specific institution studied, providing valuable insights for higher education institutions globally. As online education continues to grow, it is crucial to ensure that institutions provide the necessary support strategies for facilitators to build their resilience and ensure their emotional well-being in what can be a challenging teaching and learning environment.