Factors influencing the well-being of Central and Eastern European university teachers: the role of physical activity and the sources of stress and resources in the workplace

Background While previously a university education career seemed like a predictable, relatively stress-free, flexible, socially recognized profession, this today is no longer the case. Where it once was a job which protected its teachers from all sorts of workplace sources of stress like uncertainty, low work control, it now no longer offers such shielding. Methods In our study, based on the Jobs-Demands and Resources Theory, we examined the backgrounds and predictor roles of institutional stress sources and resources, and physical activity as an individual asset, in the wellbeing of teachers. For our analyses, we used the CEETHE 2023 research database. Within its framework and with the help of an online survey, we mapped the teacher work characteristics of Hungarian, Slovakian, Ukrainian, Romanian, and Serbian higher education institution teachers ( N = 821). Result According to our results, emotional exhaustion is the most critical negative predictor, while work engagement is the most important positive predictor of teachers wellbeing. In an indirect way, physical activity contributes to wellbeing by decreasing certain sources of stress. Conclusions If the university seek to improve its employees’ wellbeing, it would be equally important to emphasize institutional management support. This support would provide clear-cut expectations and tasks, transparent institutional strategies, goals, and plans.