Artikel

Is online teaching challenging faculty well-being?

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Organizations that practice Sustainable Human Resource Management are socially responsible and concerned with the safety, health and satisfaction of their employees. Under this sustainability orientation, it is very relevant to analyze whether the sudden transition to e-learning as a strategy of adaptation to the COVID-19 pandemic affected the well-being of faculty. One hundred and two college teachers at a business school in Lisbon completed a web-based questionnaire administrated during the second lockdown due to the pandemic. The questionnaire included the Online Faculty Satisfaction Survey (OFSS) and the Work-Related Quality of Life (WRQoL) questionnaire. We use Partial Least Squares Path Modeling to derive to what extent the satisfaction with online teaching has impacted faculty well-being measured by the quality of working life. Results show that interaction with students, student engagement, flexibility and technology are the most relevant factors to faculty satisfaction with online teaching. Having control at work, good working conditions and general well-being are the most relevant factors for faculty overall well-being. As proposed, faculty satisfaction with online teaching positively and significantly influences faculty general well-being, home-work interface and job and career satisfaction.

Language
Englisch

Bibliographic citation
Journal: Administrative Sciences ; ISSN: 2076-3387 ; Volume: 12 ; Year: 2022 ; Issue: 4 ; Pages: 1-16

Classification
Öffentliche Verwaltung
Subject
faculty
online teaching
sustainable HRM
well-being

Event
Geistige Schöpfung
(who)
Mosquera, Pilar
Albuquerque, Paula
Picoto, Winnie Ng
Event
Veröffentlichung
(who)
MDPI
(where)
Basel
(when)
2022

DOI
doi:10.3390/admsci12040147
Handle
Last update
10.03.2025, 11:41 AM CET

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Object type

  • Artikel

Associated

  • Mosquera, Pilar
  • Albuquerque, Paula
  • Picoto, Winnie Ng
  • MDPI

Time of origin

  • 2022

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