The Hidden Curriculum of Care: Emotional Labor, Burnout, and Compassion Fatigue in Higher Education

Abstract This study examines various job demands (emotional labor, secondary trauma exposure, student-related stressors) and job resources (organizational support, self-care) using the Jobs Demands-Resource Theory to analyze professional quality of life (compassion fatigue/satisfaction) for university faculty members. Research questions are related to the predictive relationship among these variables and outcome of quality of life. While studies have examined various aspects of these relationships, the research is scant regarding higher education faculty. Our findings indicated the job demands, in general, did predict higher compassion fatigue and lower compassion satisfaction. One salient result indicated student related stressors mediated the positive relationship between exposure to student trauma and burnout. When stressors were controlled, trauma no longer predicted burnout. Similarly, when stressors were controlled for compassion satisfaction, there was a positive relationship between exposure to student trauma and compassion satisfaction. Discussions of student-centered and trauma-informed practices within the classroom require information for how these concepts may affect faculty.