FACTORS OF PSYCHOLOGICAL WELL-BEING OF ACADEMIC AND TEACHING STAFF
DOI:
https://doi.org/10.32782/health-2025.3.37Keywords:
psychological well-being, academic and teaching staff, internal and external factors, emotional intelligence, professional development, social support, work-life balance, higher education, PERMA model, Job Demands-Resources (JD-R) theoryAbstract
The article examines the phenomenon of psychological well-being among academic and teaching staff (ATS) as a multidimensional construct shaped by a complex interplay of internal, external, and interactive factors. The academic profession requires a combination of specialized expertise, pedagogical and research competencies, and emotional engagement, which creates high demands and leads to significant professional workload, increased stress levels, and the risk of reduced well-being. The analysis emphasizes the absence of a unified definition of «well-being», which encompasses cognitive, emotional, and behavioral components, manifested in subjective, experiential, and psychological dimensions. Theoretical approaches such as Seligman’s PERMA model and the Job Demands–Resources (JD-R) theory are generalized to explain the interrelationships between resources, demands, and the level of employee well-being in education. The main groups of factors affecting ATS well-being are identified: external (working conditions, social support, professional development, organizational culture), internal (emotional intelligence, psychological resilience, physical and mental health), and interactive (work–life balance, family support). Particular attention is given to the importance of a supportive socio-psychological climate in universities, based on mutual respect, openness, and collaboration, as well as the role of formal and informal support in maintaining mental health. The study highlights the significance of opportunities for professional development, academic mobility, and self-realization as key prerequisites for enhancing subjective well-being. At the same time, it is noted that digitalization, global transformations in higher education, and increasing academic workload intensify the need for systemic strategies to support ATS well-being. The article concludes that psychological well-being is a dynamic construct requiring a comprehensive approach that integrates individual, organizational, and sociocultural strategies aimed at strengthening emotional resilience, increasing job satisfaction, and ensuring professional flourishing in the higher education environment.
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