In the ever-evolving landscape of higher education, university faculty members are often subjected to complex pressures that influence their mental health, job performance, and overall satisfaction. Recent research published in BMC Psychology sheds new light on the intricate interplay between organizational role stress, quality of work life (QWL), organizational citizenship behavior (OCB), and psychological well-being among university faculty members. This comprehensive study, conducted by Dewangan and Goswami, offers not only a theoretical framework but also empirical insights that deepen our understanding of academic work environments in the 21st century.
Faculty members in universities serve as pivotal agents for knowledge creation, dissemination, and mentorship. However, the roles they occupy are multifaceted and often ambiguous, leading to what psychologists term “organizational role stress.” This kind of stress arises when there is uncertainty, conflict, or overload associated with their responsibilities. Dewangan and Goswami’s study meticulously explores how such role-related stressors correlate negatively with psychological well-being, underscoring the significant mental health toll work-related ambiguity and pressure can exact on educators.
Central to the research is the concept of Quality of Work Life (QWL), which refers to the overall quality of an employee’s experience in the workplace. The authors highlight that QWL encompasses factors such as job security, work-life balance, work environment, and access to resources. Notably, their findings suggest a positive correlation between high QWL and improved psychological well-being among university faculty, emphasizing that institutions must prioritize creating work environments that foster satisfaction and reduce stress.
Furthermore, organizational citizenship behavior (OCB), defined as voluntary actions that are not part of formal job requirements but contribute to organizational effectiveness, plays a vital role in this triadic relationship. Dewangan and Goswami’s work reveals that when faculty members perceive a higher quality of work life, they are more likely to exhibit OCB, which in turn, buffers against the adverse effects of organizational role stress. This dynamic suggests a protective feedback loop, where enhanced job conditions stimulate prosocial behaviors that promote holistic well-being.
The methodology implemented in this study was rigorous and multifaceted. The researchers employed a broad sample of faculty members across various Indian universities, utilizing validated psychometric instruments to quantify levels of role stress, quality of work life, organizational citizenship behavior, and psychological well-being. The use of structural equation modeling allowed for sophisticated analysis of complex relationships among these variables, reinforcing the robustness of the findings.
Beyond statistical significance, the practical implications of these results are profound. Universities that seek to optimize faculty mental health must address the root causes of organizational role stress by clarifying job roles, managing workloads, and facilitating supportive professional relationships. Equally, improving facets of quality of work life, such as offering flexible work arrangements, providing adequate resources, and recognizing faculty contributions, can enhance psychological resilience and promote a culture of altruism within academia.
This research also contributes to a growing body of literature that positions psychological well-being not merely as an individual concern but as a systemic outcome influenced by organizational structures and cultures. Dewangan and Goswami advocate for a paradigm shift in higher education management, urging stakeholders to view employee well-being as a strategic priority essential for sustaining educational excellence and innovation.
The nuanced relationship between organizational role stress and OCB further complicates the narrative. While some stress can motivate performance, excessive or chronic stress undermines faculty members’ willingness to go beyond their explicit roles. The study’s evidence confirms that elevated stress diminishes OCB, which could have cascading effects on institutional productivity, collegiality, and student outcomes, highlighting the necessity for preventive organizational interventions.
From a psychological standpoint, the study’s integration of well-being constructs offers a comprehensive perspective. Psychological well-being encompasses emotional, cognitive, and social dimensions, all of which are influenced by the workplace environment. The researchers’ findings indicate that interventions aimed at reducing role stress and enhancing QWL could foster greater emotional stability, job engagement, and satisfaction among faculty members, contributing positively to mental health outcomes.
Importantly, this research also touches on the cultural context within which Indian university faculty operate. The particular stressors and organizational dynamics within these institutions reflect broader societal values, hierarchical structures, and systemic challenges unique to the region. By situating their findings within this cultural milieu, Dewangan and Goswami provide a localized blueprint for academic administrators striving to mitigate stress and improve faculty work experiences.
The implications of this study extend beyond the confines of academia. As global economies become increasingly knowledge-driven, understanding the psychosocial factors that impact educators can inform workforce policies in other professional sectors characterized by complex roles and intellectual demands. The interplay of role stress, work life quality, and citizenship behavior likely resonates with healthcare professionals, corporate managers, and public service employees alike.
Experts suggest that moving forward, universities should incorporate mental health resources, stress management programs, and participative decision-making frameworks that empower faculty members. By doing so, institutions can reinforce positive organizational climates where faculty feel valued and supported, thus enhancing OCB and reducing negative stress impacts. The findings encourage both individual coping strategies and systemic reforms to foster enduring well-being.
Critically, Dewangan and Goswami’s study illuminates the need for longitudinal research to track changes in faculty psychological well-being over time and to evaluate the long-term effects of organizational interventions. Static snapshots, while informative, cannot capture the dynamic evolution of stressors and coping mechanisms. Future research could also explore the moderating effects of personality traits, job tenure, and disciplinary differences to further refine intervention strategies.
The study’s thorough theoretical framing, coupled with actionable insights, makes it an essential read for policy makers, university leaders, and mental health practitioners. It challenges entrenched norms that prioritize productivity over well-being and makes a compelling case for systemic change centered around human dignity and organizational health.
In conclusion, Dewangan and Goswami have contributed a seminal piece to the understanding of faculty work life by elucidating the delicate balance between role stress, quality of work life, organizational citizenship behavior, and psychological well-being. Their work not only highlights the challenges faced by educators in modern academia but also charts a course toward more humane and effective organizational practices. As universities worldwide grapple with retaining top talent and fostering innovative environments, insights from this study are invaluable for crafting policies that nurture both professional excellence and mental health.
Subject of Research:
Organizational role stress, quality of work life, organizational citizenship behavior, and psychological well-being among university faculty members.
Article Title:
Organizational role stress, quality of work life, organizational citizenship behavior, and psychological well-being among university faculty members
Article References:
Dewangan, R.L., Goswami, T. Organizational role stress, quality of work life, organizational citizenship behavior, and psychological well-being among university faculty members.
BMC Psychol 13, 538 (2025). https://doi.org/10.1186/s40359-025-02883-x
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