Quantitative analysis identifies well-being differences in teaching versus research roles among academic staff, suggesting tailored support is needed.
Key Points
This study aims to understand the relationship between academic staff's dual roles as educators and researchers and their well-being in higher education.
Quantitative approach using the adapted PERMA Profiler questionnaire
Survey conducted among 140 academic employees at a Polish university
Descriptive statistics and paired t-tests for data analysis
Effect size measurements and correlation analyses to assess well-being differences between roles
Academics reported higher levels of Positive Emotions, Meaning, and Accomplishment in teaching compared to research
No significant differences observed in Engagement and Relationships between the two roles
Correlations for Positive Emotions showed low-to-moderate consistency, while Relationships indicated strong correlation, highlighting uneven well-being across roles