Exploring Intrinsic and Extrinsic Sources of Academic Well-Being among University Teachers through Q Methodology Research
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| Title: | Exploring Intrinsic and Extrinsic Sources of Academic Well-Being among University Teachers through Q Methodology Research |
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| Language: | English |
| Authors: | Youmen Chaaban (ORCID |
| Source: | Journal of Applied Research in Higher Education. 2025 17(5):1642-1660. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Faculty, Teacher Welfare, Teaching Conditions, Teacher Attitudes, Economic Factors, Environmental Influences, Family Work Relationship, Psychological Patterns, Positive Attitudes, Teacher Motivation |
| Geographic Terms: | Qatar |
| DOI: | 10.1108/JARHE-04-2024-0190 |
| ISSN: | 2050-7003 1758-1184 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497329 |
| Database: | ERIC |
| 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. |
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| ISSN: | 2050-7003 1758-1184 |
| DOI: | 10.1108/JARHE-04-2024-0190 |
