El bienestar del profesorado de educación superior: una revisión sistemática.
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| Title: | El bienestar del profesorado de educación superior: una revisión sistemática. |
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| Alternate Title: | Well-Being among Higher Education Faculty: A Systematic Review. O bem-estar do professorado do ensino superior: uma revisão sistemática. |
| Authors: | de-Armas-Bertossi, Micaela1 micaela.dearmas@uab.cat, Barrera-Corominas, Aleix1 |
| Source: | Páginas de la Educación. ene-jun2026, Vol. 19 Issue 1, p1-25. 25p. |
| Subject Terms: | *Higher education, *Evidence synthesis, *Psychological burnout, *Educators, Well-being, Work environment, Job involvement, Mental health |
| Abstract (English): | Well-being in education has gained relevance in recent years, particularly due to its impact on the quality of educational systems. In the context of higher education, faculty well-being has received less attention compared to teacher well-being at earlier levels of education. This study aims to identify the aspects of university faculty well-being most frequently addressed in the scientific literature, as well as the factors that promote or inhibit it. A systematic review based on PRISMA guidelines was conducted using the Scopus, Web of Science, SciELO, and Dialnet databases. Articles published between 2015 and 2025 in English, Spanish, and Portuguese were included. After applying inclusion and exclusion criteria, 23 articles were analyzed. In general, the studies focus on faculty without specifying their role, except for some that address teaching and research functions, without considering administrative or outreach responsibilities. The results show that teaching activities, mental well-being, and working conditions are the most explored areas. Promoting factors include satisfaction, work engagement, and psychological well-being, whereas inhibiting factors include stress, burnout, work overload, and social difficulties. The findings highlight the need for further research on university faculty well-being from a specific and comprehensive perspective, considering the complexity of their professional profile. These results inform future research and contribute to the development of institutional policies aimed at promoting healthy work environments in higher education [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El bienestar en la educación ha adquirido relevancia en los últimos años, especialmente por su impacto en la calidad de los sistemas educativos. En el contexto de la educación superior, el bienestar del profesorado ha recibido menor atención en comparación con el bienestar docente de niveles educativos previos. Este estudio tiene como propósito identificar los aspectos del bienestar del profesorado universitario más abordados en la literatura científica, así como los factores que lo promueven o inhiben. Se presenta una revisión sistemática con base en la guía PRISMA, en las bases de datos Scopus, WoS, SciELO y Dialnet. Se incluyeron artículos publicados entre 2015 y 2025, en inglés, español y portugués. Después de aplicar criterios de inclusión y exclusión, se analizaron 23 artículos. En general, los estudios se centran en el profesorado sin especificar su función, a excepción de algunos que abordan la función docente e investigadora, sin considerar la de gestión o extensión. Los resultados evidencian que la función docente, el bienestar mental y las condiciones laborales son las áreas más exploradas. Entre los factores promotores destacan la satisfacción, el compromiso laboral y el bienestar psicológico; entre los inhibidores, el estrés, agotamiento, sobrecarga y dificultades sociales. Se destaca la necesidad de profundizar en el bienestar del profesorado universitario desde una perspectiva específica e integral, considerando la complejidad de su perfil. Los hallazgos orientan futuras investigaciones y aportan luz al desarrollo de políticas institucionales que promuevan entornos laborales saludables en la educación superior. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | O bem-estar na educação ganhou relevância nos últimos anos, especialmente por seu impacto na qualidade dos sistemas educacionais. No contexto do ensino superior, o bem-estar do corpo docente tem recebido menos atenção em comparação com o bem-estar dos professores dos níveis de ensino anteriores. Este estudo tem como propósito identificar os aspectos do bem-estar do professorado universitário mais abordados na literatura científica, bem como os fatores que o promovem ou inibem. Apresenta-se uma revisão sistemática com base no guia PRISMA, nas bases de dados Scopus, WoS, SciELO e Dialnet. Foram incluídos artigos publicados entre 2015 e 2025, em inglês, espanhol e português. Após a aplicação dos critérios de inclusão e exclusão, foram analisados 23 artigos. Em geral, os estudos centram-se no professorado sem especificar sua função, com exceção de alguns que abordam a função docente e investigadora, sem considerar a de gestão ou extensão. Os resultados evidenciam que a função docente, o bem-estar mental e as condições de trabalho são as áreas mais exploradas. Entre os fatores promotores, destacam-se a satisfação, o compromisso profissional e o bem-estar psicológico; entre os inibidores, o estresse, o esgotamento, a sobrecarga e as dificuldades sociais. Destaca-se a necessidade de aprofundar o estudo do bem-estar do professorado universitário a partir de uma perspectiva específica e integral, considerando a complexidade de seu perfil. Os achados orientam pesquisas futuras e lançam luz sobre o desenvolvimento de políticas institucionais que promovam ambientes de trabalho saudáveis no ensino superior. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | Well-being in education has gained relevance in recent years, particularly due to its impact on the quality of educational systems. In the context of higher education, faculty well-being has received less attention compared to teacher well-being at earlier levels of education. This study aims to identify the aspects of university faculty well-being most frequently addressed in the scientific literature, as well as the factors that promote or inhibit it. A systematic review based on PRISMA guidelines was conducted using the Scopus, Web of Science, SciELO, and Dialnet databases. Articles published between 2015 and 2025 in English, Spanish, and Portuguese were included. After applying inclusion and exclusion criteria, 23 articles were analyzed. In general, the studies focus on faculty without specifying their role, except for some that address teaching and research functions, without considering administrative or outreach responsibilities. The results show that teaching activities, mental well-being, and working conditions are the most explored areas. Promoting factors include satisfaction, work engagement, and psychological well-being, whereas inhibiting factors include stress, burnout, work overload, and social difficulties. The findings highlight the need for further research on university faculty well-being from a specific and comprehensive perspective, considering the complexity of their professional profile. These results inform future research and contribute to the development of institutional policies aimed at promoting healthy work environments in higher education [ABSTRACT FROM AUTHOR] |
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| ISSN: | 16885287 |
| DOI: | 10.22235/pe.v19i1 |
