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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
Language: English
Authors: Youmen Chaaban (ORCID 0000-0002-3708-3722), Saba Qadhi, Xiangyun Du
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
FullText Text:
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  Data: Exploring Intrinsic and Extrinsic Sources of Academic Well-Being among University Teachers through Q Methodology Research
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  Data: <searchLink fieldCode="AR" term="%22Youmen+Chaaban%22">Youmen Chaaban</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3708-3722">0000-0002-3708-3722</externalLink>)<br /><searchLink fieldCode="AR" term="%22Saba+Qadhi%22">Saba Qadhi</searchLink><br /><searchLink fieldCode="AR" term="%22Xiangyun+Du%22">Xiangyun Du</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+Research+in+Higher+Education%22"><i>Journal of Applied Research in Higher Education</i></searchLink>. 2025 17(5):1642-1660.
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  Data: 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
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  Data: 19
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Welfare%22">Teacher Welfare</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Conditions%22">Teaching Conditions</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Economic+Factors%22">Economic Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Influences%22">Environmental Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Work+Relationship%22">Family Work Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Attitudes%22">Positive Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Motivation%22">Teacher Motivation</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Qatar%22">Qatar</searchLink>
– Name: DOI
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  Data: 10.1108/JARHE-04-2024-0190
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  Data: 2050-7003<br />1758-1184
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2026
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  Data: EJ1497329
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        Value: 10.1108/JARHE-04-2024-0190
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      – Text: English
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Faculty
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      – SubjectFull: Teacher Welfare
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      – SubjectFull: Teaching Conditions
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Psychological Patterns
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      – SubjectFull: Positive Attitudes
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      – SubjectFull: Teacher Motivation
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      – SubjectFull: Qatar
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