Exploring Occupational Wellbeing Among University Teachers from the Lens of Russell's Circumplex Model of Affect

Abstract

Teachers throughout the world continue to struggle with stress, burnout, and decreased job satisfaction which can adversely impact their occupational well-being. This study examines how positive emotions can reduce burnout and enhance job satisfaction among university teachers. A multi-stage sampling technique was used to gather data from N=270 university teachers of Peshawar distric with fair representation of both gender. Burnout was assessed with the short version of Maslach Burnout Inventory-Educators Survey (MBI-ES). Work engagement was calculated with Utrecht Work Engagement Scale shortened version (UWES-9). Dutch Work Addiction Scale (Schaufeli et al., 2008; Schaufeli et al., 2009) is a popular measure for assessing workaholism was supplemented with other scales. Based on Russell's Circumplex Model of Affect occupational wellbeing was assessed and teachers were categorized into four primary quadrants: high pleasure/high activation, high pleasure/low activation, low pleasure/high activation, and low pleasure/low activation. Results indicate no association of demographic factors with occupational wellbeing. However, pleasant emotional states tend to boost occupational wellbeing, leading to higher job satisfaction, fulfillment, and resilience against workplace stressors. Unpleasant emotional states, whether high or low in activation, generally decrease job satisfaction and increase the likelihood of burnout among university teachers. Universities should consider promoting a positive work culture and providing ample opportunities for professional development.

Keywords: teachers, emotions, burnout, job satisfaction, pleasure-activation