Background: Sustainability-oriented higher education research has increasingly foregrounded staff wellbeing, motivational practice, and instructional continuity as central to long-term educational effectiveness. However, empirical evidence remains limited for university English language teaching (ELT) instructors operating within fragile, post-conflict, and regionally uneven systems such as Libya. In particular, little is known about whether job satisfaction is translated into motivational teaching behaviour through teacher self-efficacy, or how such relationships vary across demographic and institutional contexts. Addressing this gap is critical for understanding human-capital sustainability in higher education systems facing structural instability. Methods: A quantitative cross-sectional online survey was conducted using Google Forms and regionally stratified convenience sampling across Libya’s Western, Eastern, Central, and Southern regions. The final sample comprised 385 eligible university ELT instructors, including both full-time and part-time staff. Data were collected using three validated instruments: an adapted Teacher Job Satisfaction Questionnaire (21 items), a teacher self-efficacy scale (12 items), and a motivational teaching strategies scale (18 items). All measures demonstrated satisfactory internal consistency. Data analysis was performed using IBM SPSS Statistics v29, applying descriptive statistics, Pearson correlation analysis, regression-based mediation analysis with bootstrapping, and group comparisons using independent-samples t-tests and one-way ANOVA. Results: The sample included 57.14% male and 42.86% female instructors, with 62.86% employed full-time and the majority reporting 6–10 years of teaching experience (51.95%). Mean scores indicated moderate levels of job satisfaction (M = 3.32, SD = 0.94) and teacher self-efficacy (M = 3.03, SD = 0.68), alongside high levels of motivational teaching strategies (M = 4.15, SD = 0.87). Job satisfaction was positively associated with motivational teaching strategies (r = 0.61, p < 0.001) and teacher self-efficacy (r = 0.49, p < 0.001), while teacher self-efficacy was also positively related to motivational strategies (r = 0.53, p < 0.001). Mediation analysis revealed a significant partial mediating effect of teacher self-efficacy (indirect effect = 0.19, 95% CI 0.12, 0.28). Significant differences were observed across demographic variables (age, gender, teaching experience) and institutional characteristics (employment status and university region). Conclusions: The findings indicate that sustainable teaching practice in Libyan higher education has been jointly shaped by organisational satisfaction and teachers’ capability beliefs. These results underscore the importance of context-sensitive institutional policies that support both structural working conditions and psychological resources. Future research could extend this evidence through longitudinal and mixed-methods designs to deepen understanding of sustainability-oriented teaching dynamics in fragile higher education systems.
Abaide et al. (Mon,) studied this question.