Desvendando os determinantes do bem-estar docente no Ensino Superior

Abstract

The well-being of higher education faculty is crucial for institutions' success and students' development. Given the complexity of this issue and the variation in individual priorities, it is essential to adopt a comprehensive approach to promote well-being, adapting policies to faculty needs. This research aimed to identify the factors contributing to the well-being of faculty in higher education. Therefore, the Teacher Well-Being Scale (EBED) was used, adapted from Rebolo's analytical model. Thirty-seven variables were identified and distributed across four dimensions (work-related, infrastructural, socioeconomic, and relational). The key factors contributing to faculty well-being were identified within each dimension: cleanliness and comfort (infrastructural), identification with activities (work-related), working hours (socioeconomic), and freedom of expression (relational). This study emphasizes the importance of promoting a comfortable and inclusive work environment, providing administrative, technical, and pedagogical support, and involving faculty in decision-making. These elements are fundamental to the well-being of faculty in higher education, which, in turn, benefits the quality of teaching and student success. Additionally, the research provides insights for managers in formulating and implementing human resource management policies. It is recommended to continue the investigation, including comparisons between faculty in public and private institutions and expanding the sample for a more comprehensive understanding of the organizational support perceived by faculty.