Well-being and performance of university teachers: relations with coping and leader compassion
DOI:
https://doi.org/10.23925/recape.v13i1.54929Keywords:
Coping, Leader’s compassion, Well-being, Performance, University professors, Covid-19Abstract
This study aims to test a model of double moderation - coping and compassion of the leader - on the well-being and performance of the university professor in the face of the Covid-19 pandemic. The empirical research was carried out with 251 professors from Higher Education, from different courses and degrees. The collected data were analyzed using confirmatory factor analysis (AFC) and multiple regressions. The data confirm the hypotheses of double moderation - of the positive reevaluation coping strategies and - of the leader’s compassion - in this relationship. The results suggest that coping strategies of positive reassessment and the leader’s compassion can mitigate the deleterious effects due to stressors, maintaining well-being levels stabilized, providing the teacher with the possibility of fulfilling his daily activities at work. It is concluded that the correlations explored in this study provide new theoretical and practical discussions that can contribute to the existing models, expanding the studies on the consequences of the well-being of higher education teachers, as well as the importance of coping strategies and compassion of the leader in everyday situations, especially with stressful events. The findings contributed to the understanding and identification of measures that can minimize the impacts caused by the pandemic.
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