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Higher Education Teachers' Professional Well-Being in the Rise of Managerialism: Insights from China
- Source :
-
Higher Education: The International Journal of Higher Education Research . 2024 87(4):1121-1138. - Publication Year :
- 2024
-
Abstract
- Connecting teachers' professional well-being and managerialism, this study explored how teachers experience their professional well-being in navigating challenging working conditions. Supported by the well-being theory, document analyses were carried out and open-ended questionnaires and semi-structured interviews were conducted with teachers at Chinese HEIs. The findings portray a landscape of tensions, conflicts, and challenges, where teachers' professional well-being is dramatically confronted and even systematically overlooked. In a managerial culture in favor of performance and competence, teachers' engagement, their perception towards the meaning of education, and their understanding of self-actualization were consistently informed, controlled, and rewarded against a reducible list of skills and outcomes. In this way, the meaning of being a teacher is narrowly focused but broadly standardized. The findings deepen understandings of teachers' professional well-being, enable more critical examinations of managerialism in higher education, and allow promotion of teachers' professional well-being for sustainable development.
Details
- Language :
- English
- ISSN :
- 0018-1560 and 1573-174X
- Volume :
- 87
- Issue :
- 4
- Database :
- ERIC
- Journal :
- Higher Education: The International Journal of Higher Education Research
- Publication Type :
- Academic Journal
- Accession number :
- EJ1420907
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1007/s10734-023-01056-2