Occupational Well-being Among University Faculty: A Job Demands-Resources Model
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F18%3A00477531" target="_blank" >RIV/68081740:_____/18:00477531 - isvavai.cz</a>
Result on the web
<a href="http://dx.doi.org/10.1007/s11162-017-9467-x" target="_blank" >http://dx.doi.org/10.1007/s11162-017-9467-x</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1007/s11162-017-9467-x" target="_blank" >10.1007/s11162-017-9467-x</a>
Alternative languages
Result language
angličtina
Original language name
Occupational Well-being Among University Faculty: A Job Demands-Resources Model
Original language 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.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50101 - Psychology (including human - machine relations)
Result continuities
Project
Result was created during the realization of more than one project. More information in the Projects tab.
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Others
Publication year
2018
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Research in Higher Education
ISSN
0361-0365
e-ISSN
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Volume of the periodical
59
Issue of the periodical within the volume
3
Country of publishing house
US - UNITED STATES
Number of pages
24
Pages from-to
325-348
UT code for WoS article
000429363600004
EID of the result in the Scopus database
2-s2.0-85023746541