The Role of Justice in Workload Management in The Faculty Well-being in Online Education: A Mediational Analysis in Thai Higher Education

This study investigates the relationships between perceived justice in workload management, satisfaction with online education, and employee well-being among faculty members in Thai higher education institutions. Using Adams' Equity Theory as a framework, the research explores how perceptions of workload fairness impact faculty satisfaction with online education and overall well-being. A survey of 412 faculty members across various Thai institutions reveals that perceived justice in workload distribution is positively related to both satisfaction with online education and faculty well-being. Additionally, satisfaction with online education was found to mediate the relationship between workload justice and well-being. These findings underscore the critical role of equitable workload management in fostering faculty satisfaction and well-being, particularly in the context of online education. Practical implications for higher education institutions include the need for transparent workload allocation processes and robust support systems for faculty engaged in online teaching. The study contributes to the growing literature on faculty well-being in online education contexts, particularly in non-Western settings, and highlights the importance of addressing workload fairness to improve faculty satisfaction and overall institutional effectiveness.