As higher education institutions increasingly expect university teachers to pursue further education, the complexity of balancing professional responsibilities, personal life, and academic advancement has become a pressing concern. However, the lived experiences and challenges faced by these educators remain underexplored. Guided by the Job Demands-Resources (JD-R) Model, this exploratory qualitative study investigated the challenges faced by teachers from diverse types of Chinese universities in balancing these triple demands, as well as the coping strategies that can be used to address these difficulties. Data was collected through semi-structured interviews and analyzed using thematic analysis. Findings revealed a variety of challenges, including workplace constraints, strains in personal affairs, insufficient institutional support, and threats to psychological well-being. Participants also suggested a range of coping mechanisms, such as time and workload management techniques, the importance of supportive institutional policies, interpersonal and family assistance, and practices for maintaining mental health. By applying the JD-R model, this study provides valuable insights into the complexities and difficulties experienced by university teachers and highlights actionable approaches for both individuals and institutions. It informs recommendations for policy refinement and practical support, ultimately contributing to the sustainable development of teacher education and the well-being of educators as they pursue continuing education.
Wu et al. (Tue,) studied this question.
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