Abstract
This paper deals with teachers' attitude at an Australia university. This study explains the variations in academics' attitudes to workload at an Australian university. For this study the authors have used primary data collected from a single Australian university -- University of Southern Queensland -- during the period of February 2014-March 2014. The total population size for this study is approximately 400, who are distributed across the then five faculties of the university. The data are collected online. In response to their online survey invitation, 83 participating academics has taken part in the survey. They have used Likert-type data, where the scale of measurement is represented by ordinal numbers. Research methods used in this study are descriptive analysis of data and inferential statistics based on probit regression. The estimates of the marginal effect show that because of a change of native English status from zero to one, an academic is 23% more likely to be strongly agreed with the statement -- online teaching increases academic workload.