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Occupational Well-being Among University Faculty: A Job Demands-Resources Model

Research in higher education, 2018-05, Vol.59 (3), p.325-348 [Peer Reviewed Journal]

Springer Science+Business Media, LLC, part of Springer Nature 2018 ;Springer Science+Business Media, LLC 2017 ;Research in Higher Education is a copyright of Springer, (2017). All Rights Reserved. ;ISSN: 0361-0365 ;EISSN: 1573-188X ;DOI: 10.1007/s11162-017-9467-x

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  • Title:
    Occupational Well-being Among University Faculty: A Job Demands-Resources Model
  • Author: Mudrak, Jiri ; Zabrodska, Katerina ; Kveton, Petr ; Jelinek, Martin ; Blatny, Marek ; Solcova, Iva ; Machovcova, Katerina
  • Subjects: College Faculty ; Education ; Foreign Countries ; Higher Education ; Job Satisfaction ; Labor Demands ; Questionnaires ; Structural Equation Models ; Work Environment ; Work life balance
  • Is Part Of: Research in higher education, 2018-05, Vol.59 (3), p.325-348
  • Description: The effects of changing academic environments on faculty well-being have attracted considerable research attention. However, few studies have examined the multifaceted relationships between the academic work environment and the multiple dimensions of faculty well-being using a comprehensive theoretical framework. To address this gap, this study implemented the Job Demands-Resources (JDR) model to investigate how job demands/resources in the academic environment interact with multiple dimensions of faculty well-being. The study participants were 1389 full-time faculty members employed in public universities in the Czech Republic. The participants completed a questionnaire assessing perceived job resources (influence over work, support from supervisor and colleagues), job demands (quantitative demands, work-family conflicts and job insecurity) and three dimensions of faculty well-being (job satisfaction, stress and work engagement). A structural equation model was used to test the effects of "dual processes" hypothesized by the JDR theory, i.e., the existence of two relatively independent paths between job demands/resources and positive/negative aspects of faculty well-being. The model showed a very good fit to our data and explained 60% of the variance in faculty job satisfaction, 46%, in stress and 20% in work engagement. The results provide evidence for the dual processes, including the "motivational process" (i.e., job resources were related predominantly to work engagement and job satisfaction) and the "health impairment process" (i.e., job demands were predominantly associated with stress, mostly through work-family conflict). The study expands current research on faculty well-being by demonstrating the complex, non-linear relationships between academic work environments and different dimensions of faculty well-being.
  • Publisher: Dordrecht: Springer
  • Language: English
  • Identifier: ISSN: 0361-0365
    EISSN: 1573-188X
    DOI: 10.1007/s11162-017-9467-x
  • Source: Education Resources Information Center (ERIC)
    ProQuest Central
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