Faculty Well-Being through Instructional Competencies and Job Satisfaction in Higher Education Institutions
Author*: Dr. K. Vigneshwari – Corresponding Author
Assistant Professor
Department of Business Management
Co-Author: Pratham Harish Khathuria
1A BBA
Department of Business Management
Abstract
This study explores the relationship between instructional competencies and faculty well-being in higher education. The rapid integration of digital technologies and hybrid teaching models has redefined academic roles, requiring educators to adapt to evolving platforms and pedagogical methods. While these advancements create opportunities for innovation, they also pose challenges to achieving a work-life balance and maintaining job satisfaction.
The primary objective is to investigate whether enhanced teaching skills can reduce stress and enhance well-being among faculty members working in flexible environments. Using a quantitative approach, data will be collected via structured questionnaires from faculty members across higher education institutions in Hyderabad. Data will be analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate both direct and indirect relationships.
By examining the impact of instructional competencies and faculty well being, the study aims to offer practical insights into how institutions can better support faculty members in adapting to these ongoing changes while maintaining high levels of job satisfaction and personal wellness. Findings are expected to offer actionable insights into how faculty development in instructional design and digital fluency can promote mental health, job satisfaction, and resilience. This research contributes to the ongoing discourse on educational transformation and aims to support HR policies and development programs tailored to the needs of Indian higher education institutions in the post-pandemic era.
Keywords: Instructional Competency, Faculty Well Being, Job Satisfaction, Structural Equation Modeling (SEM)