Does the job performance of academics' influence burnout and psychological counselling? A comparative analysis amongst high-, average-, low-, and non-performers.

Background: Extensive research has been conducted treating burnout as an independent variable and performance as a dependent variable to proffer possible solutions to burnout and job performance among academics. Despite this, the burnout crises persist and are exacerbated by the ongoing global proliferation of higher education. Acknowledging this, the current study explored whether performance may contribute to the emergence of burnout.

Whether academics' job performance makes a difference to burnout and the effect of psychological counselling-comparison of four types of performers.

Treating burnout as an independent variable while performance is the dependent variable, earlier studies revealed that job burnout experienced by academics adversely affects how well they perform. Whether performance may contribute to the emergence of burnout is yet to be analyzed-it is an issue investigated in this paper. Readjusting the nature of the variables, this quantitative study adopted group regression and it discovered that the performance of academics instead regulates their burnout without making performance a consequence of burnout-a new dynamic that challenges the earlier assumption.