Gender, type of higher education institution, and faculty work-life integration in the United States

Berheide, Catherine White; Watanabe, Megumi; Falci, Christina; Borland, Elizabeth; Bates, Diane C.; Anderson‐Hanley, Cay

doi:10.1080/13668803.2020.1776220

Cited by 20 publications

(18 citation statements)

References 55 publications

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“…Previous studies have revealed mixed results. Berheide et al found that no significant difference in WLB scores existed between college teachers of public and private colleges [ 38 ]. Dinibutun et al found that the EE perception of teachers in private colleges was stronger [ 49 ].…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, research on gender differences in WLB, WB, and EE among college teachers is inconsistent. Some studies have found that male teachers had stronger perceptions of WLB than female teachers [ 38 , 39 , 40 ], while other studies found that male teachers’ perceptions of WLB were weaker than those of female teachers [ 41 ], and yet others found no gender difference [ 42 , 43 ]. Similarly, some studies have shown that women have stronger perceptions of WB than men [ 44 , 45 ], but another study found no gender difference [ 46 ].…”

Section: Introductionmentioning

confidence: 99%

“…Likewise, the results of differences in school type (public vs. private) are also inconsistent. For example, studies have suggested that public and private college teachers have no significant difference in their perceptions of WLB [ 38 , 40 ]. However, some studies have suggested that teachers in private colleges work in poorer working conditions, have fewer opportunities for mid-career studies, research and training, and even feel less respect from students; therefore, they may have weaker perceptions of WLB than teachers in public colleges [ 45 ].…”

Section: Introductionmentioning

confidence: 99%

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The Impacts of Work-Life Balance on the Emotional Exhaustion and Well-Being of College Teachers in China

Wei

2022

Healthcare

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UN Sustainable Development Goal 3 states that “Ensuring healthy lives and promoting well-being at all ages is essential to sustainable development.” The sustainable well-being of college teachers deserves attention. Currently, college teachers in China are facing enormous challenges and pressures, which may increase their emotional exhaustion (EE) and hinder the sustainable development of their well-being (WB). Therefore, this study examined Chinese college teachers’ well-being in relation to their work-life balance (WLB) and EE. An online survey was conducted. The valid subjects included 586 college teachers (367 females, 62.6%). We assessed their WLB, EE, and WB. The results revealed that among the Chinese college teachers, (1) WLB was negatively correlated with EE, but positively correlated with WB; EE was negatively correlated with WB; (2) EE partially mediated the relationship between WLB and WB; and (3) College teachers who are male, class tutors, and in public colleges scored higher on EE and lower on WLB and WB than those who are female, non-class tutors, and in private colleges, respectively. The findings indicated that WLB is an important factor for the sustainable development of the well-being of college teachers, and special attention should be paid to college teachers who are male, class tutors, and in public colleges in China.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Impacts of Work-Life Balance on the Emotional Exhaustion and Well-Being of College Teachers in China

Wei

2022

Healthcare

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“…Research on the antecedents and outcomes associated with WLB and related constructs such as work-life conflict (WLC) find that greater job demands usually lower work-life balance, especially cognitive demands (Brough et al, 2014a;Haar et al, 2019), hindering the ability to accomplish role expectations in non-work domains. On the other hand, better time resources such as flexible schedules and remote work can enhance work-life balance (Hill et al, 2001), alongside other variables such as co-worker and partner support (Ferguson et al, 2012) and supervisor support regarding family demands (Brough et al, 2005) Faculty jobs in higher education tend to have high flexibility and may have a perceived family-friendly environment; however, that does not necessarily translate to increased work-life balance or other well-being outcomes (e.g., Berheide et al, 2020). For example, among higher education employees in the United Kingdom, WLB moderated the relationship between poorer perceived working conditions and lower employee commitment among faculty (Fontinha et al, 2019).…”

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confidence: 99%

Examining staff and faculty work–life balance and well-being using the dual continua model of mental health during COVID-19

Kirby

Zolkoski

O’Brien

et al. 2022

JOHAH

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The COVID-19 pandemic created work–life balance, mental health, and well-being challenges for higher education employees, both initially and years later. We investigated staff and faculty self-reported work–life balance and quality of life using the dual continua model of mental health at a medium-size university for 9 months during August 2021 to April 2022. The dual continua model of mental health states that high levels of well-being and psychological distress can co-occur, while a unidimensional model of mental health positions well-being and psychological distress on opposite ends of a unipolar continuum. The dual continua model overlaps with and is broader than the unidimensional model. Based on 299 responses, four groups of staff and faculty (high and low anxiety crossed with high and low life satisfaction) were formed. Consistent with the dual continua and inconsistent with the unidimensional model of mental health, high life satisfaction, regardless of anxiety level, was associated with higher levels of quality of life and work–life balance. Consistent with both the unidimensional and dual continua models, within faculty and staff reporting lower levels of life satisfaction, higher levels of anxiety were associated with lower quality of life and work-life balance. In addition, within the high or low anxious groups, higher life satisfaction was associated with lower levels of depression. Present data represent the only study that builds on previous literature in examining well-being and psychological distress using a dual continua model in staff and faculty at a mid-size university. Overall, present results suggest the dual continua model of mental health better characterizes the relationship of well-being and psychological distress in staff and faculty in a higher education setting than a unidimensional model

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“…Insecurity in living with the coordinators is aggravating stress (BERHEIDE et al, 2020;PU et al, 2017), as well as the various activities that university teachers carry out, in their personal lives as parents and in career building also as students, and in professional life as researchers and employees (MCCUTCHEON;MORRISON, 2018). Regarding the number of factors that generate aggravating stress and the job responsibilities of teachers, maintaining the balance between professional and family life becomes another challenge (FAZAL et al, 2019).…”

mentioning

confidence: 99%

Work-life balance in Higher Education: a systematic review of the impact on the well-being of teachers

Franco

Picinin

Pilatti

et al. 2021

Ensaio: aval.pol.públ.Educ.

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The work-life balance needs to be exercised by individuals who perform functions in the fields of work and family, including Higher Education teachers. The purpose of this paper is to analyze the work-life balance in Higher Education and the impact on the well-being of teachers. Based on a systematic review of 53 articles retrieved from the ScienceDirect, Scopus and Web of Science from 2005 to 2020, this article has a rigorous systematic review methodology using the Mendeley and EndNote software tools. The VOSviewer and Microsoft Excel software tools were also used in the following techniques: citation analysis and co-ocurrence of terms/words. In addition, main topics discussed about the work-life balance among Higher Education teachers, research areas, field of activity and SWOT analysis (opportunities, threats, strengths and weaknesses) were identified in the literature. Findings suggest that gender inequality, stress level at work and the absence of a healthy workplace impact on the work-life balance and consequently on the well-being of Higher Education teachers.

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Gender, type of higher education institution, and faculty work-life integration in the United States

Cited by 20 publications

References 55 publications

The Impacts of Work-Life Balance on the Emotional Exhaustion and Well-Being of College Teachers in China

The Impacts of Work-Life Balance on the Emotional Exhaustion and Well-Being of College Teachers in China

Examining staff and faculty work–life balance and well-being using the dual continua model of mental health during COVID-19

Work-life balance in Higher Education: a systematic review of the impact on the well-being of teachers

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