ENGAGEMENT IN RECOVERY EXPERIENCES FROM WORK AMONG POSTSECONDARY FULL-TIME ONLINE FACULTY.

The purpose of this quantitative correlational design research study was to determine if and to what extent online teaching self-efficacy, years of online teaching experience, and number of weekly telework hours predicted engagement in recovery experiences (usingpsychologicaldetachment, relaxation-oriented, mastery-oriented, and control of leisure recovery strategies) among faculty who teach postsecondary online courses full time at a university in the southwestern United States. The results of the multiple linear regression model statistically significantly predicted psychological detachment, relaxation, mastery, and control of leisure time. Results indicated that online teaching self-efficacy statistically significantly predicted psychological detachment and mastery. In addition, telework was a significant predictor of relaxation and control. This study provided further insight into the collective use of the predictor variables predicting engagement with psychological detachment, relaxation, mastery, and control recovery experiences. This study builds on the body of knowledge of recovery from work and online teaching, and it participates in practical applications that impact the recovery experiences of online educators. [ABSTRACT FROM AUTHOR]