Identifying factors that impact university instructors well-being

Author : Anastassis Kozanitis

Abstract :As higher education faces increasing pressures, including an intensification of tasks, a diversification of responsibilities, and high expectations for research, teaching, and community service, the well-being of university instructors is becoming a major concern. They must meet the demands of a rapidly changing educational environment, where the integration of digital technologies and the growing diversity of student populations are making their work more complex. These multiple pressures are not without consequences: studies have shown high levels of burnout among academics, as well as a growing prevalence of mental health disorders such as anxiety and depression (Meeks et al., 2023; Halat et al., 2023). Instructors’ professional well-being, which refers to optimal psychological functioning and work experience (Ryan & Deci, 2001), refers to the presence of positive aspects, such as job satisfaction and enthusiasm for work, and the absence of negative experiences, such as stress and emotional exhaustion (Diener, Suh, Lucas, & Smith, 1999). This project had the following two goals: 1) Conduct a review of the scientific literature on the concept of professional well-being of university instructors, and 2) Analyze the literature to identify factors that may influence their well-being. The review allowed us to assess the diversity of definitions of the concept and to define its conceptualization and operationalization. A content analysis sheds light on the various factors influencing professional well-being, as well as the effects and consequences for instructors

Keywords :Higher education, instructor well-being, burnout, mental health, job satisfaction, stress

Conference Name :International Conference on Strategic Management in Higher Education (ICOSMHE-25)

Conference Place Mexico City, Mexico

Conference Date 10th Oct 2025