Sustaining Well-Being of Teachers in Higher Education

ABSTRACT

Given the growing burnout of teachers during the pandemic, it is necessary to recommend that higher education institutions apply careful planning in developing teacher well-being programs. Therefore, the main objective of this paper is to investigate the well-being of teachers in higher education to reveal the well-being tendencies. Sustaining and developing teacher well-being programs represents a high priority for higher education institutions. This paper first conducted a systematic literature review to identify and critically appraise available secondary data. Second, a short survey was conducted to explain teachers' responses to identified psychological factors from the systematic literature review. Moreover, the authors interviewed several teachers to collect more evidence. Lastly, the authors synthesized all information to present conclusions and recommendations. The findings of this paper illustrated significant factors in relation to the well-being of teachers and revealed the well-being tendencies. Moreover, it outlined a foundation for further research to investigate sustaining teachers' well-being. This paper is the introductory paper of the research, which has been in progress for the last two years. The current paper offers much-needed evidence to the researchers and not only to enhance or propose or even create one universal model for teachers' well-being. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.