Examining Work-Home Conflict, Occupational Factors, and Basic Psychological Needs as Predictors of Faculty Well-Being

• In Event: Faculty Teaching, Evaluation, and Development Well-Being/Development

Abstract

Research evidence suggests that faculty well-being is a concern in academia. However, little is known about the academic job demands and resources, which are specific to the professorial context and faculty work, that influence faculty well-being. Moreover, the psychological processes how job characteristics lead to well-being outcomes among faculty are to date underexamined. In a sample of 592 Canadian faculty members, the present study addressed these gaps and investigated the mediating impact of frustration of basic psychological needs for the relationships between academic job characteristics and well-being outcomes. The results mainly support the formulated hypotheses and highlight the importance of working context and psychological needs for the experience of well-being among faculty members.

Authors

• Zaynab Sabagh, McGill University

• Nathan C. Hall, McGill University

• Alenoush Saroyan, McGill University

• Sarah-Genevieve Trepanier