Is Online Teaching Challenging Faculty Well-Being?

Pilar Mosquera (), Paula Albuquerque and Winnie Ng Picoto
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Pilar Mosquera: ADVANCE, ISEG—Lisbon School of Economics & Management, University of Lisbon, 1649-004 Lisbon, Portugal
Winnie Ng Picoto: ADVANCE, ISEG—Lisbon School of Economics & Management, University of Lisbon, 1649-004 Lisbon, Portugal

Administrative Sciences, 2022, vol. 12, issue 4, 1-16

Abstract: 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.

Keywords: online teaching; faculty; well-being; sustainable HRM (search for similar items in EconPapers)
JEL-codes: L M M0 M1 M10 M11 M12 M14 M15 M16 (search for similar items in EconPapers)
Date: 2022
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