Occupational Factors on QOL of University Teachers

TL;DR

This study found that work-related factors like salary and work environment significantly affect the quality of life and work life of university teachers, regardless of their academic field.

Contribution

The study identifies specific occupational factors influencing QOL and QWL of academic teachers across disciplines.

Findings

QOL and QWL were not significantly different across academic fields.

Work-related factors like salary, job position, and work environment significantly influence QOL and QWL.

A positive correlation exists between quality of life and quality of work life among academic teachers.

Abstract

This study aimed to analyze which work-related factors may influence the quality of life (QOL) and quality of work life (QWL) of academic teachers from different fields of knowledge, as well as to verify the correlation between QOL and QWL. It is a cross-sectional study in which data were collected using a sociodemographic questionnaire containing work-related questions, the WHOQOL-BREF, and the TQWL-42 instruments. The sample consisted of 284 academic teachers from various disciplines. The total population at the higher education institution (HEI) comprised 386 faculty members, and the sample size was determined using OpenEpi®, with a 95% confidence level. The results showed no significant differences in QOL and QWL between the different fields of knowledge. However, both QOL and QWL were influenced by several work-related factors, including higher remuneration, holding a statutory employment position, not needing to relocate from one’s home city to work as a professor, adequate lighting, comfortable room temperature, lower noise levels, sufficient material resources, and smaller class sizes. Additionally, a positive correlation between QOL and QWL was observed. In conclusion, both QOL and QWL are influenced by organizational and work-related conditions associated with the academic profession, rather than by disciplinary areas. These findings suggest that the work environment and personal life of academic staff are interdependent, and efforts to improve one may positively impact the other.