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    Exploring intrinsic and extrinsic sources of academic well-being among university teachers through Q methodology research

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    Date
    2024-08-14
    Author
    Chaaban, Youmen
    Qadhi, Saba
    Du, Xiangyun
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    Abstract
    Purpose: This paper investigated the intrinsic and extrinsic sources of academic well-being among university teachers at one university in Qatar, to understand how different factors influence their well-being within academia. Design/methodology/approach: Drawing on systems theory, this study employs Q methodology research. Data were collected and analyzed using 35 statements (Q-items) related to academic well-being. Twenty-one university teachers participated in the study, providing a range of perspectives on the factors that influenced their academic well-being. Findings: The analysis revealed two distinct perspectives among the participants concerning the sources of academic well-being. Factor 1 (F-1) emphasized workplace conditions as the primary source of well-being, whereas Factor 2 (F-2) highlighted individual conditions. Additionally, a significant portion of participants did not align strongly with either factor, indicating diverse and individualized sources of well-being that suggest a complex interplay of various elements affecting academic well-being. Research limitations/implications: The study’s sample size is limited to twenty-one university teachers at a single institution, which may affect the generalizability of the findings. Future research should consider a larger, more diverse sample to explore the universality of the findings across different academic contexts. Practical implications: The implications for university teachers, researchers, leaders and policymakers include a better understanding of the sources that contribute to academic well-being and the need for adopting systems thinking in addressing these sources. Originality/value: This study employs a unique application of Q methodology within a systems theory framework to explore the sources of academic well-being among university teachers. Unlike previous research that has primarily focused on anxiety, stress and burnout, this study provides a holistic perspective by capturing the complex interplay between organizational structures and individual identities.
    URI
    https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85200993482&origin=inward
    DOI/handle
    http://dx.doi.org/10.1108/JARHE-04-2024-0190
    http://hdl.handle.net/10576/61803
    Collections
    • Educational Research Center [‎122‎ items ]
    • Educational Sciences [‎152‎ items ]

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